Harmood Nursery

What is it like to attend this early years setting?

Children enjoy attending this welcoming and nurturing nursery. They show that they feel calm, safe and valued in an environment designed with soft tones and thoughtful planning. This enables them to explore with confidence and make independent choices during play. The atmosphere is relaxed and inclusive, helping children feel secure and ready to learn. Staff listen attentively and respond to children's interests, fostering communication and self-expression. A language-rich curriculum supports all children, including those with special educational needs and/or disabilities (SEND). Various strategies to support language are embedded by staff to use with children throughout the day. This supports children to share their thoughts and feelings confidently. Staff model language clearly and consistently, encouraging children to express themselves and build vocabulary.

Children are eager learners. They engage enthusiastically in a wide range of activities and demonstrate growing independence. They serve their own lunch, pour their own drinks and help staff tidy up after play. They collaborate well with their peers, developing social and emotional skills through shared experiences and imaginative play.

Staff support children's communication and social skills. They do this by encouraging play that involves teamwork. During a play dough activity, children share ideas and talk about their actions. They also help each other. This shows their growing confidence in expressing themselves and working as a team.

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

• Leaders are clear about their plans for the ongoing development of the provision. They collaborate with staff to concentrate on what children are learning. They also build on what children already know and can do. Leaders and staff are reflective and recognise the importance of reviewing planning and organisation at regular intervals. This includes for strengthening communication between each other across all rooms so that all areas are maintained during this transition.
• Staff are caring and nurturing, adapting activities so that children can take part. Children approach staff with confidence to share ideas and seek reassurance. Children work together, show empathy for their friends and play for a long time. Staff prioritise children's communication and language skills. Staff organise interactive story sessions. They use props to gain children's attention, and they ask questions to help children think and share.
• Children with SEND enjoy personalised support. Staff adapt the provision so that all children can take part. They make spaces that feel good to the senses. They change routines and use specific actions to help. Parents of children with SEND praise the staff's care and expertise. They note that they have formed trusting relationships.
• Leadership is proactive and reflective. Leaders emphasise staff's training in trauma-informed practice and language development. This ensures that staff are ready to support children's needs. Staff show a good grasp of reporting procedures and health protocols. This creates a culture of vigilance and care across the setting. At times, this could be enhanced to ensure that all staff are consistent and informed in their approach.
• Staff provide children with opportunities to develop independence and self-care skills. Children are eager to help with tasks like tidying up after play and joining in daily routines.
• Staff use guidance and assessment tools to identify children's individual needs. They provide targeted support for children. This includes early and ongoing help to boost their learning and development.
• Parents say they feel informed and involved in their child's learning and growth. Online platforms and celebration events let parents join in with their children's progress and experiences. Strong partnerships with families underpin the setting's inclusive ethos. Parents describe staff as approachable, supportive and attentive. Communication is a strength, with home visits, digital platforms and newsletters used effectively. Tailored strategies help children settle quickly, and parents feel their views are valued. Many see themselves as active partners in their child's learning journey and development.

What the setting must and should do next

The provider should:

• strengthen staff's communication across rooms so that this is consistently strong to support high-quality interactions and learning.