Chase Farm Hospital Staff Nursery

What is it like to attend this early years setting?

Children feel safe and secure at this nursery. They are extremely happy in this warm and nurturing environment. Staff ensure that all children are welcomed in a warm and caring manner. This supports a seamless transition between home and nursery for children.

Parents speak highly about the progress their children are making at the nursery. They value the warmth of the staff and the regular communication about what their children have been doing each day.

Leaders and staff have high expectations for all children. Staff support each child's individual needs well. They ensure that children with special educational needs and/or disabilities (SEND) get the care and attention needed to access the curriculum on offer.

Staff teach children to understand how to share, take turns and play collaboratively. This helps children to build mutual respect for each other. Children are able to resolve minor conflicts independently.

Staff model the language of feelings to the children. For example, 'I can see this is making you sad, what can we do to make you happy?' This helps children to develop their understanding of how they are feeling.

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

• Staff help children to develop their independence well. Children are able to independently access the resources they wish to use. Children use cutlery well to feed themselves during snack and mealtimes. This helps children to build their confidence and self-esteem.
• Staff support children with SEND well. Staff follow set individuals targets and a put a plan in place with strategies to help children achieve these targets. Leaders engage effectively with other agencies and local services to provide support for children with SEND. This means that these children make progress towards their individual targets well.
• Staff have put an effective communication and language curriculum in place. Babies engage in songs and rhymes that are appropriate for their age and stage of development. Staff make good use of repetition and comment throughout the day on what the children are doing. For example, when throwing the ball in the air staff repeat 'up, up, up'. This helps the child to link what they can see or their actions to words. Staff use rich vocabulary and explain the meanings of new words in a simple and clear manner. For instance, during role play a member of staff introduces a stethoscope and explains that it is used 'to listen to your heartbeat'. This supports children in widening their vocabulary.
• Children speak a rich variety of languages. However, staff do not use children's home languages in play enough to help support their development of both the home and English language. This means that some children may not understand the importance of their second language as part of their identity.
• Children develop their physical skills well. They have opportunities to explore the outdoor space. For example, children grow plants, bake pies in the mud kitchen, ride bikes and balance on a beam. Occasionally, this space is not used to its full potential. For example, individual children, who show an interest in going outside to explore, sometimes have to wait too long before they have an opportunity to play in the garden.
• Partnership with parents is strong. The manager has built a good line of two-way communication. Parents are well informed about the progress their child makes. Parents have opportunities to communicate with their child's key person on a regular basis. The manager ensures that the settling-in process meet the needs of the child and parents. Parents recommend this nursery to other parents, as they are happy with the care and education their child receives when attending this nursery.
• Leaders ensure that effective systems of supervision and training are in place to support staff. Staff feel valued and empowered, so that they are confident to provide high-quality education for all children. Staff are ambitious for all children and prepare them well for the next stage of their education.

What the setting must and should do next

The provider should:

• consider how the outdoor space can be used more effectively to support individual children's needs
• consider strategies to support children who speak more than one language in developing their communication and language skills.