Gifted Hands Nursery & Pre-school

What is it like to attend this early years setting?

The manager and staff create a warm and welcoming environment where children demonstrate that they feel happy, safe and secure. Children arrive confidently, ready to start their day and eager to get involved with the activities on offer. Staff build secure relationships with the children, they know them well and plan activities based on what children know, what they need to learn next and their interests. For instance, staff notice that babies enjoy role play and set up activities to support this such as washing dolls. In the pre-school room, children enjoy exploring the 'space area' that staff have set up, following on from children's interests.

Positive interactions support children to learn and enjoy their activities. For example, children enjoy digging in the sand with staff, building sand castles and hunting for dinosaurs. Staff demonstrate how to use the tools and talk to children about what they are doing and what they can do next, extending their learning further.

Staff are good role models for children's behaviour. They encourage them to use good manners, be kind and considerate to each other and share and take turns with resources. As a result, children are beginning to learn to manage their own conflicts and show care and concern for each other.

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

• The manager and staff have worked hard to make improvements since the last inspection. They now have robust safeguarding procedures in place and understand their roles and responsibilities to keep children safe. All staff have completed further training to develop their understanding of their curriculum and how children learn. They closely monitor children's development and quickly put in strategies to close any gaps in children's learning. All children make good progress and are well prepared for the next stage in their learning.
• The manager and staff have good partnerships with parents and keep them well informed about their child's learning. They share information through an online app and parents receive regular reports and observations. However, parents would value more ideas on how they can support their child's learning at home.
• Staff support children's early communication well. For example, they speak slowly and use signing with babies, who confidently repeat what they say and join in with the signs. Staff talk to older children and are good role models. They ask questions to extend and support children's learning.
• At times, the routine and transitions are not organised as well as possible. Children are sometimes waiting too long, or staff change plans at the last minute, resulting in children becoming unsettled or distracted.
• There is good support for children with special educational needs and/or disabilities. The designated special educational needs coordinator is passionate about her role and helping children and their families. She is effective, giving targeted support and working closely with other professionals and their parents. As a result, all children make good progress from their starting points.
• Children have plenty of opportunities to play outside and develop their physical skills. For example, children enjoy climbing up and down slides. They crawl through tunnels and enjoy running and ball games.
• The manager works well with her staff team to evaluate the effectiveness of the nursery. They have regular meetings and reflect on practice and identify areas for improvement. Purposeful supervision meetings and observations of practice support staff to develop their teaching skills. Staff also attend regular training such as 'behaviour management', which has had a positive impact on the experiences for children.
• Staff provide engaging opportunities for children to practise their literacy skills. For example, children search for letters and point out the ones they recognise. They also enjoy listening to stories and use props to tell their own.
• Children are encouraged to be independent. Babies and toddlers confidently feed themselves at meal times and develop good physical skills. Older children take part in self registration when they arrive and confidently get themselves ready when they go outside.
• Staff have high expectations of all children. They talk to children in a calm manner and support their emotional needs effectively. Staff provide lots of praise and encouragement to children, supporting their confidence and self esteem. As a result, children display a positive attitude towards learning and behave well.

What the setting must and should do next

The provider should:

• continue to look at ways to share ideas with parents about how they can support their children's learning at home
• review the organisation of transitions in the baby and toddler room to ensure children don't become unsettled or distracted.