Hawthorn House Day Nursery Limited

What is it like to attend this early years setting?

Children receive a warm welcome at this nursery. They are eager to share their news from home and hear about what will be happening in the day ahead. Staff nurture strong relationships with families to ensure that there is an easy flow of information and a shared approach to children's learning. For example, children carry their book bags into nursery with pride and talk about the fun learning activities that staff set to complete at home.

Children learn from a broad curriculum based on skills. They build on what they learn at each age and stage and are prepared well for moving on to school. There is a strong key-worker system that ensures that children's progress is closely monitored and any gaps in learning are closed quickly. Children are motivated to learn and develop confidence with the support of staff. Babies clap delightedly when they are praised for their singing.

Children are beginning to develop an understanding of how to keep themselves safe and healthy. They help with headcounts before coming in from outdoor play and talk about how their lunch will give them energy. Children enjoy healthy home-cooked meals and snacks suited to their dietary requirements. Staff have high expectations of children's behaviour. They help children to learn about turn-taking and understanding the feelings of others.

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

• Staff deliver an engaging curriculum filled with opportunities for purposeful learning. For example, children develop a range of skills as they learn about polar environments. They measure penguins and conduct experiments to find the best materials to build an igloo. Children show a wide range of skills as they point out where to find walruses on a map and find further information in a book. Children are well prepared for their future learning.
• Staff use assessment effectively. The leadership team and staff work together to ensure that gaps in learning are quickly identified and plans to remedy the gaps are put in place. Children who may be at a disadvantage to reach developmental milestones receive extra focus and attention. All children receive the support they need to make good progress.
• In the main, staff create an environment that supports the implementation of the curriculum. Children split into smaller groups throughout the day, and this enables staff to give children the close support they need to learn. However, when larger groups are together, such as at story time, staff's intentions for how children should behave are not always clear. As a result, children do not fully benefit from the learning experience on offer.
• The curriculum is ambitious. Staff celebrate children's strengths and talents and ensure that children feel challenged, for example by asking children to count further or to explain to a friend. This helps children to be fully engaged in their learning and motivated to try hard.
• Staff support children to gain independence effectively. Babies explore the room with unbridled curiosity, secure in the knowledge their key person is close by. Children learn to serve their own food and drinks. However, during transitions in the daily routine, staff do not always ensure that children understand what to do next. This means some children do not receive the support they need to develop their independence even further.
• Staff work in partnership with parents. Staff regularly share children's progress with them. Parent feedback is sought regularly and acted on in the nursery. There are regular opportunities for parents to engage in their child's learning through 'stay and plays' and information evenings. Families feel particularly well prepared for the transition to primary school. This ensures that parents feel confident to support their child's learning to continue at home.
• Leaders supervise staff effectively and use training to improve practice. Managers spend time in each room observing how staff support children's learning and development. Staff are given constructive feedback and praise, which motivates them. There are effective systems for sharing good practice with other nurseries in the group. The care and education children receive are constantly evolving to meet their needs.

What the setting must and should do next

The provider should:

• review the organisation of times of transition, such as mealtimes, to ensure staff provide effective support to develop children's independence further
• establish clear expectations of children's behaviour at large-group times to ensure children benefit fully from the educational programmes available.