Bolland Hall Day Nursery

What is it like to attend this early years setting?

Children form strong bonds with all members of staff at this welcoming nursery. They are treated with kindness and respect by the nurturing staff team. There is always time for a cuddle or words of encouragement if children feel unsettled during the day. A real strength of the nursery is how well all staff know every child. They gather a wealth of information from parents so that they can provide the right environment to help new starters to settle. This includes taking note of children's routines, such as sleep arrangements, so these can be replicated at nursery.

There is a lovely atmosphere in the nursery, which is calm and purposeful. There are opportunities for all children to come together at points during the day. Children play together amiably, with older children showing care and consideration towards their younger friends. Separate spaces for different age groups also help ensure children's needs are met. Children benefit from consistent and effective support to help them to behave well. Staff show younger children how to take turns in simple activities. Older children are supported to try to resolve minor conflicts themselves. Plenty of praise and encouragement from staff helps build children's confidence and resilience.

Children show deep levels of concentration as they engage in a wide range of stimulating learning opportunities. Babies eagerly explore an interesting basket of shiny objects. Staff support them to stack, roll and shake these. Older children learn about shapes and sizes as they make pancakes from play dough. They giggle with delight as they try to toss these. High quality interactions with staff support children to make good progress from their starting points.

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

• Leaders are passionate about providing children with every opportunity to grow and develop, emotionally and educationally. They are highly reflective, and access training regularly. Leaders have built a strong staff team. Staff report they feel valued. More experienced staff share their expertise willingly with their colleagues. At the same time, new members of staff are able to introduce new ideas to enhance the nursery even more.
• The curriculum is designed to provide children with the knowledge and skills they need to prepare them for their next stage in learning. Staff skilfully incorporate children's interests into learning opportunities For example, as several children have new baby siblings, their role play in the home corner focuses on looking after dolls. Staff spontaneously suggest children write a list of things babies need. This provides children with a valuable opportunity to practise their mark making skills.
• There is a strong focus on promoting children's communication and language skills. Babies are given plenty of time to vocalise. Staff regularly share books with them. Children are introduced to many new words to enrich their vocabulary, such as trumpet when painting pictures of daffodils. They also learn about differences between male and female lions during a game.
• Staff are skilled at carrying out assessments of children's learning and development. They use this information to plan activities to support children to make progress. They are vigilant in identifying children who may need additional help. If this is the case, they work closely with parents and other professionals to ensure appropriate arrangements are initiated.
• Children benefit from plenty of fresh air and exercise. This promotes their good health. They eagerly run around looking for signs of spring and dig for worms in the mud. A focus on caring for the environment has helped children to recognise the part they can play in reducing waste. They give food waste to the nursery's chickens or put it in the compost bin or wormery. They also find out about which materials can be recycled.
• Children become familiar with daily routines. They know where to put their coats on arrival. They recognise when it is time to tidy up. Older children continue their learning effectively at lunchtime. They set the table, pour drinks and sit together, taking part in conversations. Arrangements for the younger children are not as effective. While staff supervise children's eating vigilantly, some children spend too long in their highchairs. They do not have enough opportunity to engage in purposeful learning during this part of the day.
• Parental feedback is gathered frequently. Parents report that they feel fully involved in their children's learning and development. They value highly the support they receive around issues such as toileting, healthy eating and promoting positive behaviour at home.
• The provider notified Ofsted of a significant event in June 2024. In doing so they met the statutory requirements. Following this incident, prompt action was taken, including a review of the way space within the nursery is used. Changes have been implemented to ensure children are effectively supervised at all times.

What the setting must and should do next

The provider should:

• review and develop mealtime arrangements for younger children in order to provide more opportunities for purposeful learning.