Harestock Nursery

What is it like to attend this early years setting?

Children make good progress in their learning and development. Staff understand what they want children to learn and how they can provide and tailor their teaching to help children reach their potential. Children's language and social skills develop effectively. Staff model speech and encourage children's language. For instance, as toddlers sit for story time, staff introduce the names of fruits. Children learn how to pronounce new words, such as 'guava' and 'pineapple', as they become confident communicators. Children are physically active. They have space to run and enjoy riding around on scooters and tricycles. Staff ensure that children learn to take well-supervised risks. This gives children confidence to try new things and to challenge themselves physically and mentally.

Children enjoy their time at the nursery. Staff create a home-from-home environment, where children develop warm and trusting bonds with key staff. Staff respond to children's individual needs with kindness and care. For instance, as babies wake from their sleep, staff offer them cuddles and gentle reassurance. Children, including babies and those who are new to the setting, develop good levels of emotional security. Staff support a calm atmosphere throughout the nursery. They offer explanations to help older children to manage their emotions and understand the needs of others. Children behave well.

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

• Leaders and staff work well together. There is a shared vision to provide children with the skills and knowledge they need for life-long learning. Leadership is strong in the setting. Staff morale is a high priority for leaders, who hold their staff team in high regard. Leaders work alongside staff on a daily basis. Staff say that they enjoy working at the nursery and feel valued. The leadership team have improved the safeguarding procedures, including around managing allegations. Staff, including those who take lead roles in the nursery, have a good understanding of how to identify concerns about children's welfare. They know how to report and escalate concerns and the procedures to follow. This helps to keep children safe.
• Children develop good literacy skills. Staff encourage and support children's love of books, including through sharing favourite stories. A wide range of opportunities for mark making and writing are offered. For instance, toddlers explore the marks they make in paint, as they gain good control and coordination of their small-muscle hand skills. Pre-schoolers learn how to write their names on artwork. They recognise and sound out the letter sounds in their names as staff teach them early phonics well.
• Children are curious and excited to learn. They enjoy opportunities to choose from both small-group and large-group activities that staff plan with their individual interests in mind. For instance, children excitedly create dinosaurs using recycled materials they bring from home. Staff help children to think through what their dinosaur might look like and what resources they need. Children focus well in small-group activities. However, sometimes, large-group activities are not planned for the differing ages and abilities of children. At times, some children become distracted, and their listening and attention do not develop as much as possible.
• Staff implement a broad curriculum that covers all areas of learning. There is a focus on developing skills children need to be independent learners. This includes helping children to recognise and respond to their own feelings and those of their friends. Staff place a strong focus on children's social development. They recognise and value the impact this has for children as they move through the educational journey. Children learn to be kind, caring and considerate and make good progress.
• Partnerships with parents are good. Staff take the time to get to know children and their families. For instance, parents share children's routines at home, which staff take account of. This benefits the established routines for babies to help support their physical and emotional well-being. Staff keep parents updated on children's progress and activities through newsletters, online platforms and daily conversations. However, staff are yet to share enough detailed information about what children need to learn next, to help parents continue and extend learning at home.

What the setting must and should do next

The provider should:

• develop the organisation of large-group activities to maximise children's learning, engagement and participation
• provide parents with more specific information about children's individual next steps to help them extend learning at home.