Haslingden Community Link

What is it like to attend this early years setting?

Staff at this nursery create a welcoming environment that feels like a 'home from home'. All children are warmly welcomed as they arrive and show that they are eager to start their day. Children have built close attachments with staff and demonstrate that they are happy and settled. They listen carefully to staff and their behaviour is very good. Staff understand children's care needs and do all they can to help children feel secure. For example, staff in the baby room try to follow sleep routines from home as much as possible so that children receive a consistent routine. Staff in the toddler room support children to understand their feelings and regulate their emotions. Staff in the pre-school room encourage children to be independent and make their own choices.

The curriculum is well planned and supports children to develop new skills and embed new knowledge. Staff carefully consider how to structure and sequence children's learning. For example, staff support babies to develop their physical skills by using balance bikes. Staff encourage children in the toddler room to build with construction blocks. Staff in the pre-school room encourage children to identify and write the letters in their name. Children are engaged in play and are active learners. These opportunities help children to make good progress in their learning and development.

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

• Communication and language are promoted well. Staff support children to cut up a wide variety of vegetables and talk about the texture and scent. Older children carry out investigations and talk about the differences between cooked and uncooked eggs. However, at times, staff give children too much information at once, which results in children losing interest. On these occasions, children's learning is less precisely supported.
• Staff plan a range of interesting learning opportunities for children indoors. For example, children in the toddler room giggle with anticipation as they wait to find out what items staff have hidden inside a bucket. Staff skilfully reveal the objects and introduce new vocabulary to children. However, opportunities for children to learn outside are not as well planned. This does not support children who prefer to learn outdoors.
• Children with special educational needs and/or disabilities are supported well. Staff complete observations of children and assess where they may need some additional support. This means that any gaps in children's learning are quickly identified. Staff ensure that any funding which children receive is well spent. This directly supports children's care and learning needs and helps them to make good progress.
• Staff are positive role models and consistently promote positive behaviour. They model expectations, give children gentle reminders, teach the importance of sharing, and help children to manage disputes. As a result, children move around the setting carefully, share resources and consider the needs of others. Children are developing an understanding of their own emotions and are very well behaved.
• Healthy lifestyles are promoted. Children enjoy a varied menu with freshly prepared meals every day. They understand that you need to drink water in warm weather. Children enjoy daily outdoor play, dance and yoga. They have recently taken part in a 'mini Olympics' and have learned new skills such as dribbling a ball through cones. Children are beginning to understand the positive effects of exercise on well-being.
• Partnerships with parents are good. Staff exchange lots of information about children's development and share ideas so that parents can support children's learning at home. Parents are very complimentary and share that their child 'has developed in confidence' and that all the staff are 'lovely'. These partnerships help to promote a consistency of care for children.
• Staff have forged good partnerships with other professionals. They invite teachers into nursery to talk about children's needs as they leave for school. They make referrals to other professionals, such as specialist teachers and speech and language therapists. These partnerships help children to receive the support they need.
• Leadership and management are very good. Senior leaders nurture the staff team to support well-being and collaborative working. All staff have recently received a handwritten letter from leaders celebrating their strengths and contribution to the team. Staff share they feel supported and are happy in their roles. There is a strong focus on continued professional development to refresh and develop staff knowledge. This helps to improve things even further for children.

What the setting must and should do next

The provider should:

• ensure that staff have a clear understanding of the learning intent of planned activities, in order to enhance children's development
• strengthen outdoor learning opportunities, so that children who prefer to learn outside can do so in their preferred environment.