Hazeldene Day Nursery

What is it like to attend this early years setting?

Children have a great start to their education. Interactions with staff are extremely positive and help to build strong relationships. Children are welcomed warmly into the setting and seek comfort from adults. They receive lots of cuddles and reassurance. Children behave very well and show respect for each other. Children are supported to develop a good understanding of their emotions and how to cope with different feelings. They talk about feeling excited or scared and what they can do when experiencing these emotions. This helps children to develop their language and builds on their confidence.

Children confidently explore the garden. Staff provide children with many opportunities to develop their physical skills outdoors. Children develop coordination as they run up and down hills and climb on a large climbing frame. Staff encourage children to consider safety and talk about being careful around other children when running and climbing. Children show high levels of engagement in play, both indoors and outdoors.

The experiences for children are well planned. Children are engaged in exciting learning experiences throughout the day. Pre-school children deepen their knowledge of the growth cycle by planting their own seeds and talking about the types of apples they may grow into. Children make good progress, including children with special educational needs and/or disabilities (SEND).

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

• The management team has devised a well-sequenced curriculum that covers all areas of learning. This is based on what children know, need to learn next and what they are interested in. Children are given a wide range of learning experiences which enhance their knowledge.
• Children benefit from a language-rich environment. They are encouraged to learn new words, such as 'electricity' and these are recorded and celebrated with children. Staff consistently engage with children in conversations. They provide a running commentary and understand the importance of giving children time to respond. Babies are encouraged to babble and try their first words.
• Children develop a love of books. They listen as staff read a book about keeping teeth healthy. Children are encouraged to participate and share their experiences from home. Children learn and understand the importance of good dental hygiene.
• Staff have a good understanding of children with SEND and quickly make referrals for children who need additional support. They work closely with professionals and parents to put specific targets in place. This ensures that all children make good progress.
• The management team and staff place high importance on children understanding about good hygiene routines. Children understand about washing their hands at key times during the day, such as before mealtimes and after being outside. The staff use handwashing songs to make this fun and interesting for children.
• Children are given experiences to understand the community they live in. They visit a local daycare centre for adults with dementia and learn about people who are different to them. They are encouraged to learn about empathy. These meaningful experiences help children to gain awareness of different people.
• Partnerships with parents are good. Parents speak highly of the kind, caring team and the family feel of the nursery. The staff ensure that parents are well informed about their child's progress. This information provides consistency between nursery and home and supports children's development further.
• The management team complete supervisions with staff and they are supported to attend a variety of training. Overall, staff use their knowledge of children's interests to implement a curriculum that is exciting and focused on their learning intent. However, staff are not given clear feedback on their individual professional development and what they need to do to enhance their teaching skills. Consequently, staff are not always clear on the learning intent for some activities.
• The management team are evaluative in their practice. They take on parent feedback, such as parents asking for opportunities to meet with other parents. They use this information and implement stay-and-play sessions which invite grandparents and parents into the setting. These not only help parents to socialise but also provide further learning opportunities for children.

What the setting must and should do next

The provider should:

• focus on staff professional development and provide accurate performance feedback to raise the standard of teaching further.