Redwell Nursery CIO

Inspection of Redwell Nursery CIO Redwell Leisure Centre, Barnwell Road, Wellingborough NN8 5LP

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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

Children arrive happy and confident at the nursery. They seek out their friends and soon become immersed in their play. Children form strong relationships with their key person and the other staff working in the nursery. These relationships help children to feel secure and safe. They are confident to explore their environment and the activities on offer. Younger children cautiously learn to balance as they climb the ladder on the climbing frame, knowing staff are available if needed. Staff encourage older children to problem-solve as they build a track for the toy cars. Children develop their understanding as they discuss whether it needs to be longer or shorter.

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The provision is good

Staff have high expectations for children's behaviour and teach them the importance of good manners. Children listen to staff and follow the setting's routines and staff's expectations. As they go on daily walks, staff remind children to listen, hold hands and stay close, and they teach them how to cross roads safely. Children learn how to share and take turns. During play, children work together to fill a bucket with sand. Staff model my turn, your turn, counting the scoops of sand as they go. Children show pride in their creations as staff display their work on the wall for others to see. This helps children to develop positive self-esteem.

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need to do better?

n Staff support children to develop their independence and self-care skills through daily routines. Children pour their drinks, wash their hands before snack and put on and take off their coats. Children confidently demonstrate these skills in their play. For example, they pretend to wash their hands using soap at the role play sink in preparation for eating the play dough 'cakes' they have made. n The staff are clear about what they want children to learn. Activities are planned to meet the developmental needs of the children. For example, staff provide a range of peg boards and large-piece puzzles for younger children and puzzles with small pieces for older children. However, staff do not always use spontaneous opportunities to further children's knowledge as they play. As a result, children do not always make the progress they are capable of. n Staff support children's communication skills effectively. Staff engage children in

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need to do better?

conversations and provide them with a narrative as they play. Staff introduce new words, such as 'slither' and 'slimy', as children look at snails using magnifying glasses. Children enjoy singing activities, and they choose a song by choosing a puppet from the selection. They join in with the actions as they sing the song of the week. n The staff work well together as a team. They benefit from regular supervision meetings to discuss their continuing professional development. However, the support provided is not yet consistent in ensuring that all staff have the

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need to do better?

4 October 2024 knowledge and skills to improve their practice. n The staff have good relationships with parents. Parents comment that staff keep them well informed about their children's progress. Staff provide parents with ideas to continue their children's learning at home. For example, they share books and resources that the children have enjoyed at nursery. n Staff support children to develop a love of books. Children snuggle up on the sofa with staff, listening intently to the story. Staff engage the children by asking them questions about the story and encouraging them to join in, for example by making the different animal noises. The nursery has introduced a toy and book library to promote reading stories at home. n Children with special educational needs and/or disabilities (SEND) are supported well. The staff understand the importance of early intervention. They work in partnership with specialist professionals and parents to ensure that children

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need to do better?

receive the support they need. This support helps children with SEND to make good progress. n Staff support children's early writing skills well. Children have plenty of opportunities to strengthen their hand muscles as they mould play dough with their hands, fill buckets of sand using spades and cut different resources in the craft area with scissors. They use one-handed tools such as pencils and paintbrushes to make marks and draw pictures.

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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 strengthen staff's skills in supporting and extending children's learning during play activities n improve staff's knowledge and skills by providing tailored coaching and mentoring to ensure that teaching is consistently good.

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Setting details

Unique reference number EY493297 Local authority North Northamptonshire Inspection number 10354759 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 29 Name of registered person Redwell Nursery CIO

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reference number

Telephone number 07547175935 Date of previous inspection 5 November 2018

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Information about this early years setting

Redwell Nursery registered in 2015 and is located in Wellingborough. The nursery employs seven members of childcare staff. Of these, six hold early years qualifications at level 3 or above. The nursery opens from Monday to Friday, during term time. Sessions are from 8.30am until 3pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager joined the inspector on a learning walk and discussed the curriculum and what they want children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out joint observations with the manager. n The inspector observed staff's interactions with the children and the impact of these on children's learning. n The inspector spoke to children during the inspection. n Parents shared their views of the nursery with the inspector. n The inspector discussed safeguarding arrangements with the manager.

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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

4 October 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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