Weydown Nursery School

What is it like to attend this early years setting?

The provider has made significant improvements since the last inspection. Those with oversight and governance are greatly involved and this is evident as they speak with the same confidence as staff about individual children attending the setting. Children are valued and regarded as capable learners by staff, who have high expectations for what children can achieve. All children, including those who speak English as an additional language and those with special educational needs and/or disabilities, are making progress in their learning.

Staff are positive role models and children are kind, helpful and respectful. They learn how to care for their environment. For example, when the bell rings, the children know it is time to help tidy up. Staff build trusting relationships with children, which helps them to feel safe and secure. Babies sleep soundly, knowing that staff are close by, and they enjoy lots of cuddles. Toddlers and older children explore the indoor and outdoor environments with confidence. Staff listen to them and adhere to their wishes. For example, when toddlers indicate that they want something that is not out, staff take time to understand what it is they need and then make it accessible. There is a nice working atmosphere at this setting, with staff working well as a team.

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

• Leaders, managers and staff have worked hard to address the actions raised at the last inspection. They have welcomed support from local authority advisers to make a clear action plan, which is designed to support staff and benefit the children. Staff comment positively on the leadership team and its targeted plans for professional development.
• Staff know the children well. They talk with ease about what it is they want children to learn next. At present, topics and focused activities are planned by leaders and it is not clear through this system how children's individual next steps in learning are considered. Staff still support children's learning through their interactions with children, but there is not currently a sharp enough focus on children's next steps to support them to make the very best progress.
• Staff working with babies understand the benefits of sensory play. Sensory activities are constantly on offer and changed throughout the day to keep children interested and engaged. Babies enjoy exploring the different textures of bath scrunchies and sponges, and later, they wiggle their toes with delight in coloured cornflour mixed with water.
• Mathematics is promoted well with older children. Children confidently match the correct number of toy bears to written numerals. When some children choose to write their own names, staff encourage them to count how many letters are in their name. Children then become involved in comparing the number of letters in each other's names and talk about which number is 'more'.
• Overall, staff support children's communication and language skills well. They engage well with children who speak English as an additional language and introduce new words. However, despite having available resources, such as a picture exchange system, staff do not consistently make full use of these to fully support children to communicate their needs and understand what is happening next.
• Children have regular opportunities to play outside in the fresh air. They develop independence as they change their shoes to go outside and build on their physical skills as they learn to climb up the climbing frame. Staff stay close by to ensure children's safety and talk to them about the safe way to climb back down. A recent topic on 'the world around us' has resulted in children eagerly looking for bugs and learning about the effects of wind as they watch the wind chimes in the trees.
• Children are well behaved, and even the youngest children show care and concern for their friends. For example, in the baby room, children go to find tissues for their friends when they see they have a runny nose.
• Parents speak positively about the nursery school and staff. They comment on the good communication from staff and how they know each child's character. However, a clear two-way flow of information with parents has not yet been established to consistently share ideas with parents to enable them to support learning at home.

What the setting must and should do next

The provider should:

• support staff to become more involved in the planning of focused activities and have a sharper focus when planning on the intentions for children's individual next steps in learning
• embed consistent strategies and make full use of the available resources to support children with additional needs, including those who speak English as an additional language, to communicate their needs and understand what is happening next
• enhance partnerships with parents to improve the two-way flow of information regarding children's learning and development and to support parents to continue their child's learning at home.