Adventure Awaits Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children demonstrate they feel safe and secure and staff are respectful in their interactions with children. However, some weaknesses in practice may compromise children's health and well-being. For instance, staff do not ensure that all sleep mats are in good repair before placing babies down to sleep, nor do they reposition those babies who fall asleep in positions that do not align with the latest government guidance.

Some routines and transition times are not well organised, and staff do not always deploy themselves effectively. As a result, the environment in the two-year-olds' room can sometimes feel chaotic, with children w...andering around and not receiving enough support to engage in purposeful activity. Where practice is stronger, staff work together to promote routines and help children to clearly understand expectations which in turn supports their behaviour.

They conduct regular headcounts as children move around the setting. This helps to ensure that all children are accounted for.Staff plan activities based on children's interests.

For example, after noticing children's curiosity about space, they create a sensory tray using materials like play dough, glitter, and various cereals to represent a rocket. Children have opportunities to role play with dolls, acting out their own experiences. For instance, they cover their dolls with shaving foam, pretending it is suntan lotion, and bathe them with water.

When leaving an activity, they say 'goodbye' to their peers, demonstrating secure and positive relationships with others.

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

Current sleeping arrangements do not ensure all children's health and safety. For example, young children who have transitioned to floor beds, are left to sleep in positions that are not in line with recommended guidance.

Although staff are aware that this is not best practice, they do not reposition children onto their individual mats to ensure children's temperature can be regulated and that they do not share mats or bedding. Furthermore, staff fail to identify minor wear and tear in some of the mats. This heightens the risk of bacteria or germs growing and potentially spreading to children.

Staff participate in a range of training and professional development opportunities and new staff, including apprentices, receive inductions that introduce them to key policies and procedures. However, some staff, including newly recruited staff, require more targeted support to consistently apply their professional knowledge in practice.Key persons identify next steps to support the needs of disadvantaged children.

For example, they plan activities that promote relationship building and emotional expression. They collaborate closely with external agencies, parents, and carers, making referrals for additional support when necessary. However, key persons do not fully contribute their ideas on how additional funding is used, which prevents them from assessing its impact on eligible children's learning.

Parents are pleased with the setting. They feel well informed about their children's learning and know how to support it at home. They praise staff for their understanding of how to care for children with allergies and intolerances.

Children are provided with fresh drinking water throughout the day, both indoors and outdoors, with staff ensuring their drinks are regularly topped up. This supports children's health and well-being.During play, staff engage children in conversations about shapes, colours, and numbers.

For example, they encourage children to name the colours they see and make connections to familiar objects, such as saying, 'red is like fire'. Staff use the story 'The Colour Monster' to help children to associate different colours with different emotions.Staff use simple language, repetition, and clear pronunciation when speaking to children.

They introduce sounds like 'pop' and 'crunch' as children explore cereals. However, staff sometimes allow children to use dummies when they are not needed, such as during activities when they are practising animal sounds or looking at a story. This limits children's engagement and opportunities to develop their communication skills.

Children demonstrate increasing independence during mealtimes and hygiene routines, such as toileting. For instance, younger children learn to use cutlery and confidently pour their own drinks from small jugs. Older children take responsibility for their belongings and prepare their own breakfast.

This builds on their confidence and prepares them for the next stage in their learning.Activities available support children in developing both fine and gross motor skills. For example, babies practise stacking wooden semi-circles and crawl to reach objects that staff purposefully roll across the floor.

Older children use tweezers to pick up coloured items and sort them into matching bowls. This strengthens their hand-eye coordination.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure staff follow the latest guidelines for safe sleep positions and regularly check that sleep mats are in good condition 23/05/2025 improve supervision and coaching for all staff, including those who are new, to further support their understanding and application of policies and procedures.23/05/2025 To further improve the quality of the early years provision, the provider should: ninvolve staff in how additional funding can be used for individual children to ensure it has a greater impact on eligible children's learning help staff to understand when it is appropriate for children to use dummies nimprove staff deployment during transition times to better meet the individual needs of children, with a particular focus on the two-year-olds' room.