Head Start Day Nursery

What is it like to attend this early years setting?

Children make good progress in accordance with what they already know and can do. Staff arrange a gradual introduction to the nursery. They work closely with parents to meet children's individual needs. Relationships between staff and children are good. Children behave well. They learn that some things are shared and that sometimes they must take turns. Older children understand that when they express their views and opinions during a large-group activity, they must also listen to what others have to say.

Children learn to identify and talk about their emotions. When asked about what they should do if they feel angry, older children say they should 'breathe deeply and count to five'. Younger children respond obligingly when staff ask them to look in a mirror and make a face that corresponds with a particular emotion, such as a 'happy face' or a 'sad face'.

Children practise their good handling skills in a variety of ways. Young children use rolling pins to successfully flatten play dough, and they notice the marks they make in the dough with cutters. They know that they must use lots of strength to press cutters all the way through the dough. Older children readily follow directions explained to them by a football coach who visits every week. They use their good balancing skills while learning to kick footballs with power and direction.

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

• Leaders and managers have a clear vision for what they want children to achieve. Staff construct a sequenced curriculum which prepares children well for school. They use observations, assessments and what parents tell them to plan effectively for the next steps in children's learning. Staff work successfully with parents to identify and then seek additional support for children with additional needs.
• Staff use sign language and objects for reference to communicate with children who speak English as an additional language and children whose speaking skills are emerging. The staff team is multilingual and so several staff are able to speak with parents and children in their home languages.
• Parents share very positive views about the provision. They comment on the contact they have with their child's key person. They are very happy with the communication system, which includes constant updates in an online learning journal. Parents say that they are happy to receive guidance from staff on how to progress children's learning at home.
• Older children are keen to respond when staff ask them to recall parts of a favourite story. They speak clearly, confidently and are developing an understanding of the link between letters and sounds.
• Young children are happy to join in when staff sing action songs with them and when staff use picture books and props while singing songs that involve counting. However, staff do not always consider the speed at which they sing, which means that some young children are unable to join in. On some occasions, staff do not support young children to develop their use of short sentences. Some questions that staff ask require only a 'yes' or 'no' answer. Staff sometimes give children the answer to an open question before children have had time to put their own thoughts into words.
• Older children are currently learning about autumn. They are keen to visit the nursery's allotment. When asked about what is currently happening to leaves on trees, they comment on the changing colours. They are excited to talk about a hedgehog that they have seen. They are creating hedgehog models using play dough and the sticks that they have collected.
• Children develop good independence skills. Young children collect and put on aprons before painting on easels. They use chunky paintbrushes and enjoy making marks with different colours. The younger children decide to paint their hands, and staff support this. However, staff do not extend children's sensory exploration when they show an interest in examining the texture of the paint on their hands.
• Children eat healthy food. Staff introduce simple mathematics to young children while serving fruit at snack time. They ask the children to count pieces of fruit and how many people are sitting around the table. Older children use their good handling skills to make healthy wraps at lunchtime.

What the setting must and should do next

The provider should:

• give young children more time to put their thoughts into words when asking them simple questions, and more time to join in with popular songs and rhymes
• notice and support young children's interest in sensory exploration to a greater extent.