Wooden House Nursery

Inspection of Wooden House Nursery The Cider Barn, Chettiscombe, Tiverton EX16 7PT

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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 Not applicable

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The provision is good

Staff offer a warm welcome to families as they arrive at this inclusive setting. Children enter with confidence and separate from carers with ease, developing a strong sense of belonging. Children show they feel safe and secure and have high levels of emotional well-being. They build strong attachments with staff. For example, babies crawl over to staff and spontaneously cuddle them. Staff respond with a smile, showing warmth and kindness. Children confidently explore and learn with the support of attentive staff.

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The provision is good

Children demonstrate a positive attitude to learning and are keen to join in. Staff implement a balanced curriculum designed to support children to reach the next steps in their development. They plan activities to motivate children to learn based on what interests them. For example, older children create 'snails' using a variety of tools, such as paints, cotton wool buds and cotton reels. Staff skilfully extend children's learning, engaging them in discussions and introducing new words such as 'tentacles'.

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The provision is good

Staff have high expectations for children's behaviour. Children behave well, following the clear and consistent boundaries set by staff. Staff support children to use good manners and model kindness and respect for others. Children follow the routines of the nursery and take responsibility for small tasks. For example, they help staff to wash up the snack dishes. Staff use praise well to promote positive behaviour. Children develop the skills they need to succeed in the next steps of their education and later life.

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need to do better?

n Staff know children well. Key persons work effectively with parents to gather detailed information to help them understand each child's interests, home background and starting point. This helps them to plan activities to meet children's individual needs and develop their learning. For example, children engage in the story 'The Colour Monster' and describe the raindrops as the feeling 'sad'. However, occasionally staff do not adapt activities successfully to encourage engagement from younger children to support their learning. n Staff support children with special educational needs and/or disabilities (SEND) effectively. They work closely with other professionals, such as speech and language therapists and the local schools. They plan interventions to provide children with the help they require. This ensures children make good progress from their starting points and are well prepared for the next stage of their

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need to do better?

learning. n Staff provide plenty of opportunities for children to grow in independence and practise meaningful self-help skills through routine. They encourage children to

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need to do better?

14 August 2024 do things for themselves. For example, babies make good attempts to put their shoes on independently. Toddlers and older children serve their own food and drinks at snack time. n Overall, staff provide a rich learning environment where children are constantly exposed to language and words. For example, staff create edible paint with the children using blackberries. Staff use a variety of words to describe the texture, such as 'squishy' and 'smooth'. However, at times, they ask too many questions at once and do not give children enough time to think and respond. As a result, some children do not have the opportunity to share their thoughts and ideas. n Staff feel supported and valued. They report that their ideas and suggestions are well received by the management team. Managers build on staff's confidence and target professional development well to ensure the curriculum is securely embedded into their daily practice. Managers accurately identify areas for further

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need to do better?

development of the nursery and fully involve staff in making changes to promote children's learning. For example, they have combined the toddler and pre-school rooms to provide all children with free-flow access to the garden. n Parent partnerships are a key strength of the nursery. Parents feel valued and enjoy a range of experiences, such as teddy bears' picnics, sports day and nativity plays. Parents value the information they receive from staff regarding their children's day and through electronic communication. Staff regularly share advice with parents to promote continuity of learning. For example, they offer suggestions for ways that parents can support their children with potty training at home.

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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 support staff to use effective questioning techniques to extend children's language, encourage them to share their ideas and to develop their critical thinking skills n strengthen staff's skills in adapting group activities to meet the needs of all children to promote their learning and engagement.

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Setting details

Unique reference number 2677451 Local authority Devon Inspection number 10350710 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 29 Number of children on roll 60 Name of registered person Bridgwater Young Men's Christian Association

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reference number

Telephone number 01884 252161 Date of previous inspection Not applicable

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Information about this early years setting

Wooden House Nursery registered in 2022. It is located in Chettiscombe, Devon. The nursery is open from 8am to 6pm, Monday to Friday, all year round. The nursery employs nine members of staff, who hold early years qualifications at levels 3 to 6. The nursery provides funded early education for two-, three- and four-year- old children.

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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 manager and has taken that into account in their evaluation of the provider. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of a group activity. n The inspector spoke to parents during the inspection and took account of their views.

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Inspection activities

n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

14 August 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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