Wingerworth Wonder Years

What is it like to attend this early years setting?

Children smile and chatter with their peers, staff and visitors. They talk about what they have learned as they delight in remembering the life cycle of a butterfly, using words, such as cocoon and chrysalis, confidently and correctly. With the support of skilled staff children make links between the topics they have studied. Older children learn about healthy eating and the effect this has on their bodies. Staff are now extending this learning and helping older children to make connections between the healthy eating topic and their current Olympians and sports topic. Babies return time and time again to well thought out activities designed to develop their exploratory instincts and concentration. They find ice cubes fascinating and enjoy feeling them with their hands and in their mouth. Throughout the nursery, children learn about routines and develop an understanding of rules that help them to stay safe that work towards them being thoughtful members of society. They know about using 'walking feet' and having 'big hearts', which, with the support of staff, helps them to share and take turns when playing, for example with a large ball. Children are well supported by staff to understand what hazards are and the possible consequences of their actions. Children have a developing understanding of what is acceptable behaviour and are confident to seek support from adults to help them to work out what is fair. Children who need more support to manage their emotions, occasionally, struggle when staff do not organise themselves to be on hand to help.

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

• During the COVID-19 (coronavirus) pandemic, the manager changed how the nursery is organised for children aged from two-years-old to four-years-old. Two separate groups were created. A whole team review identified that the new organisation was having a positive impact on children's development and staff's ability to focus on their key children's learning needs. Children have developed strong bonds with their key person and staff can now provide more relevant support for the children.
• All staff have a secure understanding of how children learn and develop. They break down what the children need to know and do in order to achieve their next step in learning. The manager aspires for all children to become independent. Babies develop close bonds with their key person, as their confidence grows they are supported to separate from staff. Children in the two-year-old room confidently use their growing vocabulary to ask for help, for example, they ask an adult to rock them when they want to go to sleep. Children in the oldest age group are independent in self-care skills and their play. A group of children devised a ball game and worked out who would throw the ball to who with little adult intervention.
• Since the last inspection, the manager has improved her knowledge of reporting procedures where concerns are raised about the welfare of a child. She now notifies Ofsted and other agencies, such as social care, about concerns. She works closely with other agencies to increase the chances of a positive outcomes for the children.
• Very occasionally staff do not organise themselves well enough when working with children at a group activity. For example, children are not positioned where they can all take an active part. In addition, a small number of times, children's learning is disrupted because staff do not make sure that they are available to support children who struggle to manage their emotions.
• Parents speak highly of the staff and the manager. They appreciate the open communication they have with their child's key person and the way staff strive to meet their children's routines. Parents feel supported to help their children to continue learning when they are at home. Transitions are managed with parents and children fully in mind. For example, parents whose children attend for half day sessions are encouraged to extend the hours their child attends so that they are better prepared for a full day at school.
• Staff use imaginative ways to develop children's experience of the wider world. Alongside trips to places such as a farm, they walk in the local area, exploring the environment around them. Staff use the experiences to introduce new knowledge to children. For example, during a walk the children found a caterpillar, which prompted great interest. Staff bought caterpillars and children watched and nurtured them through to the butterfly stage. This completely captivated the children involved and they still talk about the caterpillars.
• The manager monitors staff and children's development by regularly observing them and meeting with staff to discuss their work. Staff are encouraged to work towards higher childcare qualifications. They also have access to a broad range of learning and development materials, which they use regularly.

What the setting must and should do next

The provider should:

• support staff to plan their deployment more effectively when whole group activities take place so that all children can engage and benefit fully from the learning experience
• develop staff confidence to respond promptly to help children to manage their emotions and behaviour so that learning for others is not disrupted.