Berkhampstead Day Nursery

What is it like to attend this early years setting?

Children thrive in this nursery, which provides a nurturing environment for children under two years old. At drop-off times, parents and children are immediately greeted by welcoming, friendly faces. Parents speak of the 'outstanding' staff and support their children receive. Children separate from their parents confidently and enter the playrooms happy and ready for their day.

Leaders and staff construct and deliver a curriculum that focuses on the children and what they need to learn. They incorporate children's next steps and interests into their daily activities. They give children the opportunity to practise the skills they are learning in a variety of ways. For example, children who are learning to walk pull themselves up to stand and cruise around the low-level furniture. Staff hold their hands and encourage them to take steps. Children also climb steps to the slide on the indoor climbing equipment. Children become confident to practise their skills in lots of different situations.

Children who require extra help are well supported. Staff quickly identify gaps in learning. They work closely with parents and relevant agencies to make referrals and create strategies to help to close gaps in development. Staff engage children in individualised activities. They encourage language. For example, when they push cars back and forth with children they say 'ready steady' and give children time to fill the gaps. When children say words or make sounds, staff excitedly praise them. Children beam with pride and grow in confidence.

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

• The leaders are highly motivated to provide a welcoming, nurturing, high-quality learning environment. Leaders work hard to support staff in their roles. They provide regular opportunities for informal conversations and one-to-one meetings to discuss professional development. Staff say that they very much enjoy working at the nursery, and they put the children at the centre of all they do. This is evident throughout the nursery. Staff are happy, and children are curious and keen to learn and develop their skills.
• Staff provide an environment that is rich with language. They narrate alongside children's play and use all opportunities to develop communication. At lunchtime, children use Makaton to say 'thank you'. At group times, staff read children a lift-the-flap book about animals. Children listen intently and giggle with excitement when it is their turn to lift the flap. Staff ask children 'what can you see?' and they confidently label the animals they see. Staff praise their response. Children learn the value of communication from a young age.
• Staff begin to promote children's independence and personal hygiene practices. Children confidently make choices in their play. Staff respectfully invite children to have their nappies changed and are careful not to interrupt their play. Staff support children to wash their hands before mealtimes. However, on occasion, staff do not ensure that children's noses are kept clean. When staff do wipe children's noses they do not always give them the opportunity to have a go themselves or explain the importance of personal hygiene. Children do not consistently learn how to keep themselves clean.
• The key-person system is well established. Staff know their key children very well. They are attentive to their care needs and work closely with parents to ensure that they have a smooth transition into the nursery environment. Staff are in tune with the children and are aware of when they need a bottle and when their sleep times are. Children enjoy cuddles with staff and seek them for comfort. Children build secure relationships and are well supported.
• Staff begin to teach children the expectations for routine activities from a young age. Many children cooperatively sleep on floor mats after their lunch. However, staff do not always organise mealtimes to meet the needs of all the children. They do not always explain to children what is happening and why. Therefore, some children become confused while waiting, and disengage with eating. Children are not always well supported to help them to learn the expectations at mealtimes.
• Staff integrate children into the wider community. They take children on regular walks around their local area and make visits to the local care home. Children experience different environments and people, and learn about the world around them.

What the setting must and should do next

The provider should:

• consistently teach children of the importance of good hygiene practices and support them to manage their own personal hygiene, such as wiping their nose
• improve organisation during mealtimes to support children to understand the expectations and enhance their engagement.