Halesfield Day Nursery Centre

What is it like to attend this early years setting?

Children are happy to attend and form strong bonds with the staff. They engage in their learning and have access to a range of experiences to enhance their learning. For example, children access a weekly forest school session where they enjoy activities, such as archery and whittling. They also invite people into the setting, such as the 'farm on wheels', and provide weekly music workshops.

All staff have high expectations for children's learning. They ensure that the curriculum has good intent and covers all areas of learning. Staff understand how children learn and their stages of development. The curriculum is well sequenced. Children, including those with special educational needs and/or disabilities (SEND), make good progress in all areas. Staff support children's physical development well. Children benefit from regular access to the large outside area, where they move in a range of ways. All age groups undertake a 'daily mile', where the children decide how they are going to move across the secure car park. Some run, while others pretend to be dinosaurs and stomp and growl as they move. This promotes their imagination and well-being.

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

• Leaders and managers follow appropriate recruitment procedures. They confirm references and complete Disclosure and Barring Service (DBS) checks. Staff are requested to update any changes in their personal circumstances and to declare their ongoing suitability.
• Managers and staff have undertaken several quality assurance awards, local authority audits and regularly evaluate their own practice. They are keen to continually improve in order to ensure best practice and to raise the quality of the provision for children. The curriculum follows an approach based around nature and a feeling of wellness. The setting has natural resources, and children can experiment using different materials. For example, toddlers paint with sticks, and babies make 'hedgehogs' with play dough. These experiences help to develop and support children's well-being.
• Staff encourage children to be independent and to adopt a 'can-do' attitude throughout all activities. For example, outside, toddlers have an age-appropriate climbing wall. Staff offer praise and encouragement as they attempt to climb up to the top and back down the other side. Children develop a great sense of achievement, and this promotes their self-esteem.
• Staff promote children's safety and good health. Children have a home-cooked meal and healthy snacks and drinks, and they know to wash their hands before meals. Children use the toaster to make their snack, and staff encourage them to be aware of risks and discuss safety. They tell the inspector that it is 'hot', and they need 'to be careful'.
• Staff are good role models for children. They model good behaviour, manners and language. They question children throughout activities, encouraging them to think and recall. However, some staff do not give all children time to process their thoughts and respond. Therefore, opportunities for some children to express themselves and extend their communication skills are missed.
• Children enjoy a wide range of experiences. For example, they invite local pensioners into the setting and serve them tea. They have concerts at the local church and make poppies for Remembrance Day. This helps to support children in their future learning and teaches them about the world around them.
• Managers support staff in their roles. They observe and assess practice and have regular supervisions to identify if improvements are needed and to set targets. Professional development opportunities play a key role, and training in speech and language, autism and SEND have been accessed. These experiences help staff to continually enhance their effectiveness and teaching.
• Parents are happy with the setting. Many have returned with their younger children after older children have gone on to school. They report that they receive regular feedback, both verbally and through an online application, and that they understand their child's next steps and goals.

What the setting must and should do next

The provider should:

• enhance opportunities for children to respond, think, process and answer questions asked of them.