Robins Nest Day Nursery

Inspection of Robins Nest Day Nursery Ross House, Haywards Heath RH16 3BJ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Staff greet children warmly and welcome them inside. Children become quickly absorbed in the activities set up for them. Babies are settled and happy. They build close relationships with their key person. Staff play with babies in the inviting outdoor play area and sing nursery rhymes with them. Older children talk with staff about their families and activities at home. Children feel safe and secure.

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The provision is good

Children demonstrate high levels of respect for one another. They play games in groups and welcome others into their activities. Staff promote this behaviour frequently. They remind children about the importance of being fair and kind. Children understand the instructions given to them. They happily tidy up their toys together when it is time for lunch. Children behave well.

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The provision is good

Children are provided with a range of learning opportunities. They enjoy learning about different themes, which are thoughtfully created to follow children's interests. For example, staff set up a pretend ice-cream station because children have become excited about an ice-cream truck that drives past each day. Children play imaginatively as they scoop pretend ice cream into cones. Staff teach children to name the different colours and count to three as they scoop them up.

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need to do better?

n Babies smile and giggle with staff, who know them well. They cuddle together and look at books in the outdoor area. Babies enjoy the sensory experience of playing in dry and wet sand. Staff model how to make sandcastles, which excites babies. Staff are responsive to their needs. For example, they recognise when babies are tired, and prepare them for a sleep. This promotes their emotional security. n Staff actively increase children's independence. Older children confidently go to wash their hands before mealtimes. Staff support children to learn how to pour their own drinks and clear up after themselves. Children are proud of their accomplishments as they use a knife and fork with ease. Children develop important skills to prepare them for the next stage in their education. n Leaders have created an ambitious curriculum. Staff understand this and create activities that focus on what children need to learn. For example, staff support

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need to do better?

children to access activities such as balancing beams to help increase physical skills and coordination. Occasionally, routines take staff away from learning interactions with children. At times, this means that staff do not recognise when to support children's learning as they are busy with other tasks, and children become less engaged. This does not consistently encourage positive attitudes to learning. n Staff support children to develop their language skills. They sing together, and

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need to do better?

11 July 2024 children learn the words to different rhymes and songs. Children look at books independently and talk to each other about the story and pictures. Children become confident communicators and begin to develop a love of reading. n Leaders build partnerships with other professionals who work with children. Staff create strategies to support the families of children with special educational needs and/or disabilities. Leaders collaborate with speech and language therapists and implement plans to enhance children's learning. Furthermore, leaders work closely with local schools to support children's transitions. This enables children to receive a shared approach to their learning. n Staff speak highly of the professional development opportunities available to them. Leaders meet with staff regularly and provide access to online training programmes. However, training is not always designed precisely, for example, to

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need to do better?

support staff in effectively adapting their teaching for all children. This means that, on occasion, children do not consistently benefit from teaching approaches that fully meet their needs. n Parents are involved in their child's learning. This is because staff keep them informed about their progress. Parents know what their child is learning next, such as working on counting or learning about specific shapes. This supports parents to extend children's learning at home. Parent partnerships are strong.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n review and improve the deployment of staff during daily routines, to more consistently support children's learning n target staff training more precisely to support staff in recognising when to adapt their teaching.

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Setting details

Unique reference number EY535677 Local authority West Sussex Inspection number 10355099 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 37 Number of children on roll 44 Name of registered person Early Beginnings Nurseries Limited

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reference number

Telephone number 01444 413103 Date of previous inspection 16 November 2018

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Information about this early years setting

Robins Nest Day Nursery registered in 2016. It is located in Haywards Heath and is registered to care for children up to 12 years old. The nursery is open from Monday to Friday, 7.30am to 6pm, all year round. The nursery receives funding for the provision of free early education for children aged two, three and four years. There are 12 members of staff, of whom eight hold appropriate early years qualifications.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children communicated with the inspector during the inspection. n Staff spoke to the inspector during the inspection. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the interactions between staff and children. n The inspector spoke to several parents during the inspection and took account of their views.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

11 July 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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