YMCA Childcare - St Margaret's Road

What is it like to attend this early years setting?

Children enjoy their time in this friendly nursery. They are greeted by staff who smile warmly as they welcome children in. Children feel safe and secure. They learn to have regard for each other's needs and feelings. Some children struggle to regulate their emotions and staff talk to them in a calm, respectful manner. Children are gently reminded about the need to share, take turns, and think about their friends. Staff encourage children to use sand timers as a visual reminder of waiting for their turn. Children are helped to develop respect and tolerance for each other's opinions. They recently voted on outdoor play equipment and the item that scored the most votes was the piece of equipment that was purchased.

Children benefit from the high priority staff give to supporting children's developing speech and language skills. Staff quickly identify where there are delays or concerns and manage these well, seeking support from other professionals where necessary. Staff have high expectations of all children and encourage children to explore their own ideas. For example, when a child carries a cup of water across the room, he tells a member of staff that he is taking it outside to try to get the animals out that have been frozen into ice.

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

• The managers and staff have worked hard since the last inspection to bring about improvement to the quality of education. Staff completed training in working with two-year-old children. They subsequently reviewed and revised the curriculum for younger children to ensure that their needs are met.
• Children are given notice of when activities need to change. This supports their enjoyment of activities and completing them to their satisfaction. However, staff do not always present information about adult-led activities clearly to children so that they understand what is being taught. They do not always know what is expected of them.
• Staff talk knowledgeably about where children are in their learning and what they need to do to move children on. Children readily use mathematical language, such as bigger and smaller. However, staff do not always make the best use of opportunities to promote children's developing awareness of numbers and counting.
• Children with special educational needs and/or disabilities are supported well. The member of staff responsible for coordinating the care and education for these children is passionate about her role, helping to ensure that they make the best possible progress.
• Staff support all children to develop the skills necessary to be ready for school. Children learn how to keep themselves safe. For example, they know how to carry scissors safely to prevent injuries and carry out risk assessments of the garden, using pictorial prompts.
• Children develop close emotional bonds with staff. Each child has a named person who takes responsibility for their daily well-being and plans for their learning and development. Staff are led by what children want to do.
• Staff ensure that their own speaking enables children to hear and develop good language skills. Staff model how to place single words into sentences. For example, when children are looking at a story book together a member of staff asks, 'What do you think dinosaurs might eat?' A child replies, 'leaves'. The member of staff replies, 'He does, doesn't he? He's eating leaves and taking them from the trees'.
• Children's move from home to the nursery is managed well. Before the COVID- 19 (coronavirus) pandemic, staff visited the children in their own homes, where children got to know them in a familiar environment. Staff are hoping to reinstate this in September. Parents describe the nursery as 'absolutely amazing'. They appreciate the efforts staff went to during the pandemic lockdown, including weekly phone calls, writing to the children and providing activity ideas to do at home.
• There is an effective programme of supervision for all staff to manage their performance and foster a culture of mutual support. Staff's well-being is given high priority. They are supported in their commitment to continue their professional development.
• Staff have developed effective links within the community. For instance, they take children on visits to the local allotment and care home. This helps to support children to discover and learn about their local community and the world around them.

What the setting must and should do next

The provider should:

• present information clearly to children about adult-led activities so that they understand what is being taught and what is expected of them
• support staff to consistently promote children's developing awareness of numbers and counting.