Abacus Nursery and Pre-School Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The management team have failed to meet some of the requirements in the Statutory framework for the early years foundation stage. Weaknesses in the implementation of policies and procedures compromise children's safety and well-being.

They do not have sufficient knowledge of when to notify Ofsted of a significant event. They have also failed to make a referral to the Disclosure and Barring Service, when this was required. Despite this, children arrive at nursery happy and excited.

They are confident to leave their parents to start the day. Staff show a warm and nurturing welcome to every child on arrival. They kn...ow and understand children very well.

This is reflected in the warm relationships they have with all age groups.Babies enjoy sensory experiences, such as investigating lentils and flour. Toddlers delight in using pipettes to draw up water from a tray and then deposit it into various containers.

They readily use mathematical language, such as 'full' and 'empty'. When they squeeze the end of the pipette, they comment on the water squirting out 'really fast'. Pre-school children confidently work out which numbers they can put together to make the number nine.

Children benefit hugely from being outdoors. They access a range of exciting equipment which provides them with the opportunity to participate in both physical and cognitive challenges. For example, pre-school children learn about Morris dancing and enthusiastically master quite complex routines.

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

Despite the above safeguarding weakness, the management team lead the setting well. Children are central to the ethos and staff have high expectations for each child who attends. The curriculum is well designed and sequenced to support children to progress through their stages of learning.

Staff use what they know about the children and skilfully combine children's interests with additional themes. This helps to provide a rich and purposeful environment which engages and challenges children and promotes their learning and development effectively.Children's communication and language are promoted well.

Staff read stories and sing songs with children throughout the day. They use simplified sign language to support communication. Staff enthusiastically acknowledge babies' early attempts to communicate by repeating their sounds through their commentary.

Toddlers progress from saying single words to putting two or three words together. Children self-select books and sit quietly while looking at them independently, which further extends their learning.Staff plan adult-led, small-group activities which capture children's attention well, and enable them to repeat what they have learned.

However, very occasionally, staff do not consistently recognise when children are ready to move on from an activity and explore other new learning opportunities.Children are offered many opportunities to develop their self-help and independence skills. Staff offer respectful support and encouragement to children in an unhurried manner to develop their perseverance and confidence.

Children develop strong friendships and demonstrate kindness towards their peers. They are extremely articulate and can recognise, talk about and regulate their feelings and behaviour.Pre-school children are creative in a variety of ways.

They are keen to show the shields and swords they have made because they are knights and have to fight the dragons. Children choose to use recyclable materials to make models. They use their good handling skills to manipulate scissors, successfully cut strips of tape and then attach small boxes to larger boxes.

Children develop an understanding of the world around them. They confidently describe the life cycle of the frog and plant and nurture peas and tomatoes. Children benefit from healthy meals and snacks.

They enjoy sociable mealtimes where they are encouraged to talk with staff and their friends about what they are eating. Children develop increasing self-help skills as they master the use of their cutlery and pour their own drinks.Parents report that they are very happy with their children's progress at the nursery.

They are able to identify what their children learn at the setting. They receive information about their children's progress and what they can do at home to support their learning.

Safeguarding

The arrangements for safeguarding are not effective.

Although the provider has an appropriate safeguarding policy and procedure in place, they have failed to implement this. This has put children at risk. They have failed to notify Ofsted about a significant event in the required timeframe and are not aware of their duty to refer concerns about staff to the Disclosure and Barring Service.

That said, the management team and staff know how to respond to any concerns that a child may be at risk of harm. They have a secure understanding of how to report concerns and keep children safe. Staff are vigilant and carry out robust risk assessments.

The premises are secure and children are only released to known adults.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date improve knowledge and understanding of when it is required to notify Ofsted of a significant event 24/08/2022 raise awareness and understanding of when to make a referral to the Disclosure and Barring Service.24/08/2022 To further improve the quality of the early years provision, the provider should: support staff to recognise when children are becoming ready to move on from an activity to further enhance and broaden their learning.

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