County Hospital Day Nursery

What is it like to attend this early years setting?

Children's emotional well-being is supported well by staff. They have secure attachments with their key person. For example, when children in the baby room are unsure to join singing activities, they turn to their key person and put their arms out. Staff recognise when children need support and are sensitive in their approach. They give them cuddles and sit with them to join the activity, providing reassurance. Children benefit from staff being clear and consistent in helping them to understand the expectations of their behaviour. One example of this is when staff give children in the pre-school room a toy bear to hold. They explain to other children that when a child holds the bear it is their turn to talk and for others to listen.

Children are supported by staff to develop their large-muscle skills that will help them in preparation for early writing. For example, they are happy to join in activities staff plan to encourage them to move their bodies in different ways, such as to wiggle. Children show their hand-eye coordination when they use large pens in both hands to make the same movements on large pieces of paper. Children's views and thoughts are valued by staff, showing them respect. For instance, children in the pre-school room have opportunities to vote for which book they want staff to read to them.

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

• Staff provide children with experiences that help them to understand actions and to support their speaking skills. For example, when children pat biscuit dough in the toddler room, staff sing a song about patting and baking. Staff supporting children with special educational needs and/or disabilities (SEND) use sign language alongside spoken words.
• The manager and staff implement a curriculum that supports children to progress in their development as they move through the rooms in the nursery. This includes providing opportunities for children to be independent. For example, in the baby room, staff give children cups to use when they play with water. Children use these to scoop and pour. This helps them to develop the skills they need for the toddler room, where children have opportunities to pour their own drinks.
• In the toddler room, staff ask children to identify who they would like to pass a bowl to when they mix ingredients to make biscuits. This encourages children to take turns. However, occasionally, when staff plan experiences for children in the pre-school room, the learning intention for children is not fully supported. For example, when staff want children to learn how to share resources, they do not introduce this concept.
• The manager uses additional funding effectively to support the individual needs of children. For example, some children with SEND receive one-to-one support from staff to help meet their learning needs. Staff work closely with other professionals to identify how they can support children, such as with their physical skills.
• The manager supports staff with their teaching practice and well-being. Staff have opportunities to reflect on their practice and to extend their professional development. For example, staff in the baby room attend training courses to help them develop their knowledge of how to support babies to sleep safely. Staff say that they feel supported with their well-being and that the manager is friendly and offers them reassurance.
• Children are keen to join large-group activities. They are supported by staff to understand the life cycle of a caterpillar. However, occasionally during planned small-group experiences for children in the pre-school room, staff do not maintain children's interest and attention. For example, when children are invited to look for insects in the garden, they quickly become distracted by other toys around them.
• Staff keep parents informed about their children's development. They support parents to continue their children's learning at home. Parents say that they appreciate the list of books they receive from staff to encourage them to read stories to children at home. This helps to create consistency between home and the nursery to support children's development.

What the setting must and should do next

The provider should:

• support staff to strengthen the delivery of planned activities to include all identified learning intentions for children in the pre-school room
• help staff to maintain pre-school children's interests during planned activities to encourage them to benefit from the learning experiences offered.