Hadden Hill Nursery and Preschool

What is it like to attend this early years setting?

The management team and staff are friendly, very caring, and passionate about providing the best care they can for the children that attend the nursery. Staff share warm and nurturing interactions with children. They offer cuddles and support for them as they need it. Children understand who their key person is and go to them for comfort and support when it is needed. This supports their emotional well-being. All children, including those with special educational needs and/or disabilities (SEND), settle well.

The curriculum intent is well sequenced and builds on what children know. Staff effectively implement the intention of learning through their interactions and activities they provide. Children are curious and demonstrate a willingness to learn. Staff encourage children to become deeply immersed in their investigations. For instance, staff are enthusiastic as they encourage children to help them dig up the carrots from the raised beds in the garden. Children are supported to wait patiently for their turn. They demonstrate positive behaviour as they share their fascinations with one another. Staff ask children their thoughts about what the vegetables need to grow. They discuss this as a group. Staff extend children's learning by exploring the different sizes of the carrots. Children use language such as, large, big, small, and tiny. This supports children's mathematical skills and understanding of the world they live in.

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

• The leadership and management are effective. Managers and leaders are dedicated. They have effective oversight of the nursery and spend time in the rooms to monitor practice and give staff support and guidance. Managers understand the nursery's strengths and where their attention is best placed. Staff receive robust inductions and regular supervision sessions to help them understand their roles and responsibilities. They share that they feel well supported and are encouraged to evolve and grow within the nursery. This has a positive impact on the care and education the children receive.
• The provision for children with SEND is good. Managers and staff work with parents to make timely referrals and give children the tailored support they need. Additional funding is used well to promote children's development. Staff attend specific training such as supporting children with sensory processing. This improves their knowledge and skills and reinforces learning in identified areas. As a result, children with SEND receive good levels of support to make the progress they are capable of.
• Children demonstrate an understanding of the routines. They are eager to join in with group times and activities that are on offer. However, on occasions, particularly in the pre-school room, the organisation of some routines and activities means children wait for prolonged times. This does not always keep children actively engaged in learning. As a result, they become distracted and miss opportunities to participate in high-quality interactions with staff. Their listening and attention skills are not fully supported at these times.
• Staff deploy themselves well to ensure children are in sight and hearing at all times. This helps keep children safe and ensures staff are readily available to meet the children's learning needs. For example, staff identify children's interest in letters. They hide letter cards around the garden and give children clues on where to find them. This helps children to develop their literacy skills centred around their interests.
• On the whole, children follow good basic hygiene routines. They wash their hands before meals and after using the toilet. Staff support the youngest children to clean their faces using warm flannels. Although children are learning some good hygiene processes, on occasion older children do not always receive support to enhance their self-care skills further. For instance, staff do not consistently teach children the importance of covering their mouths when they cough to limit the spread of illnesses. This does not fully support them to build on their independence skills and promote good health.
• The management team and staff develop good partnerships with parents. Staff seek information from parents about children's starting points. They use this information to provide children with appropriate next steps and build on what they know and can do. Parents share examples of the support they have received, including early intervention for children with gaps in their learning. They express that they feel included in their children's care and development.

What the setting must and should do next

The provider should:

• review and adjust the organisation of activities and routines to avoid children waiting for long periods
• strengthen opportunities for children to learn about and follow good hygiene practice to improve their self-care and independence skills.