Happy Hares (Nursery And Pre-School)

What is it like to attend this early years setting?

Children feel safe and secure as they confidently explore the variety of spaces in the setting. They independently choose from a range of suitable toys and activities on offer. Staff support children to take appropriate risks and challenges as they balance, climb and use tools. Children are eager and motivated to join in and have high levels of self-control. They have respect for one another and happily share toys, take turns and give out cups to their friends at mealtimes.

Babies and older children have warm and trusting relationships with the adults who care for them. Children go to staff for reassurance and comfort. Staff are very attentive to children's needs, responding to them sensitively. The setting has high expectations and staff support children well, including those with special educational needs and/or disabilities (SEND), to make good progress in their learning and development. This helps to prepare children with the necessary skills and knowledge for later learning. The setting has made some changes as a result of the COVID-19 (coronavirus) pandemic to ensure children's safety. For instance, staff quarantine story packs from the lending library when they are returned by parents until they are safe to be used again.

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

• Children's behaviour is excellent. They show a very good understanding of the expectations of the setting, which is reinforced by staff in a kind and respectful way. When children experience difficulties, staff take highly effective action to support them and help them to understand their emotions.
• Staff provide children with a wide range of opportunities to develop their physical skills. Babies pull themselves up to stand and staff support them as they learn to walk. Older children climb safely on the new climbing frame and they confidently negotiate swings or balance on posts and obstacle courses.
• Staff read to children in a way that engages them and they introduce children to new vocabulary. For instance, they talk about the differences between a rabbit and a hare or a duck and a goose. Children with communication difficulties are taught to sign.
• Staff follow children's interests to plan activities that help children develop knowledge across the areas of learning. Staff question children to check their understanding. However, they do not always give children time to answer their questions.
• Children enthusiastically join in with group times. They sing familiar songs and play musical instruments or describe hidden objects they can feel.
• Babies play with water as they fill and empty containers. Older children practise their counting skills and identify shapes. This helps children to understand mathematical concepts to prepare them for the next stage in their learning.
• Staff encourage children to be independent in their self-help skills and, as a result, children are learning rapidly how to take care of themselves. Older children access drinking water, use the toilet independently and wash up their dishes after snack time. Toddlers willingly help to tidy away their toys. Babies learn to pour their own drinks and are supported to wash their own hands.
• Parents are complimentary of the setting and are very happy with the progress their children make. Some parents choose to provide their children with packed lunches. However, leaders do not always work in partnership with parents to support them to provide children with healthy choices.
• Staff praise the children often for their choices and achievements. Children proudly demonstrate what they have made or can do and show high levels of confidence in their abilities.
• Leaders have an ambitious vision for providing high-quality care and education for children. They make sure that all children, including those with SEND, are given every opportunity to succeed. They make good use of additional funding to provide children with the support they need and extend the opportunities available to them.

What the setting must and should do next

The provider should:

• support staff to consistently give children sufficient time to answer questions, so that children can articulate what they know
• improve partnerships with parents to provide a healthy diet for children.