Activetime Children’s Activities Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy, confident and settled in this warm and homely environment.

They form a strong bond with staff from the outset. They show big smiles as their key persons greet them at the gate. Older children independently walk into nursery, while younger children seek comfort and reassurance from familiar staff.

Children benefit from an ambitious curriculum that helps them to develop their social skills and learn to be independent. For instance, they select their own bottle to drink and serve their own healthy snacks using spoons and bowls. Furthermore, older children assist younger children with choosing a chair a...nd sitting down.

Children listen attentively and follow simple instructions as they take part in group activities. For example, they eagerly use a ruler to draw their own Big Ben after learning about the city where they live. Staff place a high emphasis on supporting children's communication skills.

Staff provide regular and spontaneous opportunities to read stories with children and sing nursery rhymes. For example, younger children dance to songs and ask staff to repeat them again using the key word 'more'. Older children enjoy asking questions about stories and share their opinions with the group.

This has a positive impact on children's emerging communication and language skills.

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

Children display good behaviour and respect each other. Staff are positive role models and sensitive to children's individual needs.

They consistently encourage children to use good manners and give clear guidance to help them to understand right from wrong. For example, staff encourage children to share resources and explain why, by labelling different emotions and describing how they feel. This fosters children's social skills, self-esteem and confidence.

Leaders use early years pupil premium and inclusion funding effectively to benefit individual children. For example, they invited a 'petting zoo' to provide opportunities for children to experience the wider world.The manager is passionate about outcomes for children with special educational needs and/or disabilities.

Leaders are knowledgeable about their role to help children to make the best possible progress. They work collaboratively with other professionals, implementing the targets they set. Staff carefully plan regular small-group or one-to-one times, where higher staff-to-child ratios are maintained.

As a result, children are supported well in their learning and their needs are met effectively.Staff know their key children well and have high expectations for all children. They accurately observe and assess what children can do, and what they need to do to promote their continuing progress.

Children's next steps in learning are then identified and weaved into the planning. However, staff do not plan some routines for older children as effectively. For instance, at times, children are not able to fully engage in their learning.

This becomes apparent when a group of children walk into a room loudly while another group of children are listening to a story intently.Children who speak English as an additional language are supported well. For example, when children are settling in, staff gather key words and phrases in children's home languages.

This helps children to settle quicker and staff to understand what children want.Parents speak highly of the nursery. They receive regular updates about their children's day and development.

Staff share learning ideas with parents to support their children's learning at home. In addition, parents contribute the information of children's achievements at home, which helps staff to plan challenging activities for children to progress even further. Parents comment that their children are extremely happy in their care.

Overall, leaders manage the setting effectively. Staff have completed all required training, such as child protection training. They additionally attend some useful online courses and webinars to support them in their individual role.

However, leaders have not yet established a system to identify gaps in staff's teaching skills. This occasionally impacts on children's learning and development.

Safeguarding

The arrangements for safeguarding are effective.

Managers and staff have a good understanding of their role and responsibility in protecting and safeguarding children. All staff have undertaken safeguarding training and know the signs that a child may be suffering from harm or abuse. They are confident with the procedures to follow and how to work in partnership with the local authority if they had a concern about a child.

Managers have policies and procedures in place to keep children safe. The providers follow robust recruitment and vetting procedures to ensure that all staff are suitable and safe to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nembed coaching and supervision arrangements for staff to ensure ongoing support is in place and raise the quality of teaching to the highest level support staff to review and plan children's transitions between activities and the daily routines so that children can remain focused and engaged.

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