Your Co-op Little Pioneers Nursery & Pre-School Co-op House Warwick

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at the nursery happy and ready to learn. Parents come into the nursery and have time to settle their children into their room. This provides a time to speak to the key person and share information to support the children's day.

Staff greet the children warmly and close relationships form. Throughout the day, staff cuddle and reassure the children. They prioritise children's well-being.

When children are tired or show signs of being unwell, staff immediately recognise these changes and quickly respond to take care of the child. As a result, children feel safe and emotionally secure at the nursery. Staff ...model good behaviour.

They teach children from an early age to be kind and to think about the feelings of others. Older children follow simple instructions and they line up to go outside. Any minor incidents are quickly resolved, as staff are skilled in managing children's behaviour.

Staff use equipment to help children understand about sharing and waiting to take turns. Children wait patiently as the sand timer runs out ready for their turn. The managers and staff hold high expectations for the children to make the best possible progress.

The curriculum has been designed to cover the areas of learning. It is sequenced so that children practise the skills they have and secure their learning. Staff regularly review children's attainment and adapt the curriculum to what children need to learn next.

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

Leaders and managers are committed to supporting staff in their roles and responsibilities. A comprehensive programme of induction, training and support helps staff to provide high-quality childcare. This meets the individual needs of the children attending.

Support for children with special educational needs and/or disabilities is strong. Staff know the children well and make accurate assessments of children's development. This identifies any gaps in learning at the earliest stage.

Staff are proactive in their approach and support parents and children to access additional support where needed.Children enjoy the indoor and outdoor environments. Staff provide varied activities based on the children's interests to engage them and spark their curiosity to learn.

The forest school challenges children to negotiate a different terrain. Staff teach children about their own safety. They talk about how to carry and use spades safely to dig.

Staff are skilled in exploring children's language skills and check what children can recall. This supports children to apply previous knowledge to new learning. Children talk about the environment as they plant flower seeds to attract the bees to pollinate the flowers.

They think about the honey the bees make and what it tastes like. Children share their own experiences of growing yellow dandelions. However, on occasion, staff do not make the best use of the outdoors to fully enhance learning for all children.

Younger children flourish during sensory activities. They explore different sounds as they handle small shakers. They smile as they watch the beads move to make a sound.

Staff talk and repeat sounds to encourage children's emerging vocalisation. Young children develop a sense of fun as they initiate their own games. Children laugh as they learn to manoeuvre their bodies with increasing skill.

Children learn to increase their independence. Younger children feed themselves and show good dexterity as they handle cutlery and cups. Older children serve themselves at lunchtime and know what they can and cannot eat.

Children have high levels of confidence and self-esteem. They express their views and wishes adeptly. Staff teach them about keeping safe in the sun.

Children apply sun cream and put on hats before going outside.Children begin to develop a love of books. They sit for story time and recall the narrative.

Children count and name the food eaten by the caterpillar in the story. They know it turns into a cocoon before emerging as a butterfly.Throughout the year, children are introduced to a range of different celebrations.

However, this is not yet fully integrated into the curriculum to provide children with information about the diverse range of different families outside of their own experience.Partnership with parents is good. Parents comment on the good communication with the nursery.

Staff inform them about their children's progress and next steps. Parents know their children's key person and who they should go to with any concerns. They find the online app very helpful in keeping them up to date about their children.

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: develop how staff support children to further build their understanding of the wide range of different families outside of their own experience support staff to further implement the full curriculum outdoors so that children's learning is lifted to an even higher level.