Westbourne House Nursery

What is it like to attend this early years setting?

Children are supported effectively by staff to play alongside each other. They cooperate and work well as a team to solve problems. For example, a group of children complete a picture-matching game. They communicate with each other to find the pieces that they need. Children celebrate their achievements and say 'hurray' together as they complete the game. Children are given the time that they need to learn and practise skills. They are encouraged by enthusiastic staff.

Children are confident and happy. They approach visitors and say what they enjoy playing with. Children are encouraged to develop their ideas and there are opportunities for them to follow their own interests. They develop their communication and language and their imagination through role play. For example, younger children offer pretend ice-cream to staff and friends. Staff read the text from the ice-cream container. Children develop ideas by discussing different flavours. Furthermore, their views and opinions are listened to. Menu changes have been made after children voted on new foods that they liked. Children have positive relationships with staff. They ask for help when they need it, and comfort and reassurance are offered to those who are upset. This helps children to feel safe and secure.

What does the early years setting do well and what does it need to do better?

• Staff know the children well. They use what they know to plan activities to support children's development. For example, during a mathematics activity, some children counted puppets, others recognised numbers from their shape, and some received further challenge to write numbers.
• Staff recognise what children might have missed out on during the pandemic. The setting celebrates each child's birthday with a cake and a small party. This is an experience that children may not have had before. It helps them to feel valued and special.
• There are good partnerships with parents. Staff share information to keep children safe. For example, leaflets about online safety help parents to understand the risks. Parents attended a communication and language themed event. They say that they can help their children learn and develop at home because of the ideas given to them.
• Leaders and staff have good partnerships with professionals. Teachers visit to meet children who are due to start school. Children with special educational needs and/or disabilities receive good support from services.
• Staff use a calm and friendly approach when managing unwanted behaviour. They get down to children's level and ask children what they can do to fix the problem for themselves. For example, when children want the same toy, staff ask, 'What can we do to make everyone happy?' Children resolve this by finding a similar toy.
• Staff have put rules in place to keep children safe, and children follow these. For example, they know to hold the banister as they climb the stairs.
• Children learn about good health and well-being habits. For example, they learn about good oral hygiene through role play with toothbrushes. However, not all children have an appropriate environment for good sleep at rest time.
• Staff encourage children to be independent. For example, two-year-olds feed themselves at lunchtime using cutlery. However, routines are not always consistent. For example, when children eat snacks such as toast, they are not given plates to eat this from. Also, staff do not always role model what they want children to learn from such activities.
• Staff celebrate the individual diversity of children. Books in different languages are available. Children learn through activities which recognise cultural festivals.
• Staff benefit from regular meetings with managers. Managers make sure staff knowledge is up to date through regular training. As a result, staff feel well supported, confident and happy in their roles.
• Leaders use funding to help disadvantaged children learn and develop well. For example, during small-group times, children develop their communication and language.

What the setting must and should do next

The provider should:

• consider the arrangements for sleeping so that children get good-quality rest
• improve the organisation of snack time to ensure children have consistent messages from staff around the expectations for mealtimes.