Nippers pre school & childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and confident as they play with their friends in this pre-school.

They are curious and eager to learn. Staff create strong bonds with children, who feel secure. Staff understand the positive effect this has on children's learning and development.

Staff and children smile and have fun as they chat and play together. Staff guide children effectively to develop their play. For example, they support children to build wall structures out of large toy bricks.

They enable children to make their own choices and to learn from their mistakes, for example, if the walls fall down. Managers have created ...an ambitious curriculum and all children, including those with special educational needs and/or disabilities, make good progress. Children develop their creative skills as they make music with percussion instruments.

Staff encourage children of all ages to play different rhythms and patterns, guiding them to build their memory skills.Younger children enjoy an insect hunt in the garden. They use magnifying glasses to look at bugs in more detail.

Staff develop children's vocabulary as they name and describe the bugs. Parent fundraising events raise money to buy a greenhouse for the garden area. Staff show children how to look after and grow various vegetables and fruits from seed.

Children talk about what they have grown in the vegetable garden, such as pumpkins, beans and strawberries They enjoy eating the produce at snack time or take the fruit and vegetables home to share with their family. Older children confidently explain that plants need water and sunlight to grow.

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

Staff support children to develop their communication and language skills.

They hold conversations with children, introduce new words and use visual aids to help children communicate. They ask children questions to invite them to share what they know. However, at times, staff do not give children sufficient time to share their thoughts and ideas with others to support their communication skills.

The manager has created a well-designed and effective curriculum, which is confidently delivered by staff. Children are supported to be ready for the next stage of learning, and the curriculum promotes children's personal, social and emotional development. For example, children explore their emotions, looking in a mirror and drawing self-portraits of how they look when they feel different emotions.

The special educational needs coordinator is knowledgeable and effective in her role. She supports staff to deliver strategies that are successful in guiding children to make progress from their starting points. These include visual guides of the daily routine and visual cards to support instructions.

She quickly identifies children who may need additional help. She works closely with other professionals to guide children towards their next steps.Children are kind, and they behave well.

They readily share toys and know how to wait their turn. Staff model polite phrases, which children repeat. Older children say, 'You're welcome' when thanked for holding open a door.

Children of all ages are motivated, and they listen well and respond eagerly to requests.Staff guide children to develop their independence skills. Children use a self-registration system in the mornings to show they have arrived.

At snack time, staff teach children to cut up fruit and vegetables, pour their own drinks and develop healthy food habits. They are confident in their abilities, and they show high levels of self-esteem.Staff guide children to understand early mathematical concepts.

They support children to develop a love of numbers and counting. Mathematics is embedded into everyday play. Staff use mathematical language around quantity and size as they talk with children.

Young children joyfully count a set of 13 toy dinosaurs and show pride in their achievement.Staff enjoy working in the pre-school, and the manager guides the team well. She supports staff to develop their professional skills through regular staff meetings and a range of training opportunities.

Staff report they enjoy their role and working in the pre-school.The manager and the staff have strong relationships with parents. Communication is effective.

Parents report that children have grown in confidence and social skills since attending the pre-school. Staff provide effective guidance to families on child development. Parents recommend the pre-school to others.

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 further improve the quality of the early years provision, the provider should: provide children with sufficient time to share their thoughts and ideas to further support their communication skills.

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