Head Start Day Nursery

What is it like to attend this early years setting?

Children arrive enthusiastically and settle quickly. They confidently explore different areas of the nursery and access learning opportunities that staff tailor to their individual needs. Babies practise their growing physical skills. Some are beginning to sit up and staff skilfully support those who are learning to walk. Older children confidently direct their own play, and they participate in activities chosen by staff based on their interests, such as dinosaurs and the role-play area. Children enjoy looking at books in small groups. They snuggle up to staff and sit comfortably as they listen to the story. Staff listen to children and give them lots of time to talk and share what they know. Children are learning to work with each other and share resources.

Children have warm, close relationships with staff and approach them freely. They have conversations with staff about their feelings and their home life. Children enjoy looking at the pictures their parents have drawn of them, which are displayed in the nursery. This helps to foster children's sense of belonging and security. Staff nurture babies well. They comfort babies, holding them close when they are tired or need reassurance. All children receive warm, consistent care from their key person.

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

• Staff develop strong relationships with parents. There is good information sharing, both verbally and online, so that children's care needs are known and met. Parents are pleased with the provision, and they comment favourably on the good communication they have with staff. They say staff are friendly and approachable and they feel their children are happy and safe.
• The provider places high priority on keeping children safe. Work to improve the safety of the outside fences and buildings, as well as regular evacuation procedures, helps keep children safe within the nursery. Children learn how to keep themselves safe. For example, staff talk to children about the importance of washing their hands to get rid of the germs. Staff discuss with children how they can protect themselves at the beach or when it is sunny.
• Staff know the children well. They plan interesting learning opportunities based on their interests. Children learn about the world around them. They find out information from books about the names of sea creatures. Staff explain how to keep the beach tidy by taking the rubbish home and children talk about the importance of recycling at home.
• Staff support children to understand and talk about their feelings, and how their behaviour has an impact on the feelings of others. However, staff do not always manage some children's behaviour effectively. They do not consistently teach children the skills they need to negotiate and work together harmoniously.
• There is a strong emphasis on reading and language. Children have lots of opportunities to look at books, both independently and with staff. Children really enjoy well-read stories with staff, who skilfully introduce new words, such as 'puffin' and 'dolphin', to extend children's vocabulary.
• Staff find out information about children's learning and development from parents and carers to plan appropriate activities. Staff assess and track children's development, working in partnership with other professionals when needed. All children, including those from disadvantaged backgrounds, make good progress from their starting points.
• Leadership is strong and there are positive professional relationships between staff. Supervision meetings help leaders to identify staff training needs. The manager has a realistic overview of the strengths of the nursery and puts action plans into place to further develop areas for improvement that benefit children's learning.
• Staff understand the impact that the COVID-19 pandemic has had on children's development. For example, they focus on children's personal, social and emotional development to encourage children's social skills in forming relationships with one another.
• Staff encourage children to be independent at mealtimes, eating together, using cutlery and tidying away. Staff talk to children about the importance of eating nutritious foods. However, staff do not share enough information with parents and and carers about healthy choices for their child's lunch box.

What the setting must and should do next

The provider should:

• support staff to consistently teach children how to share and cooperate, and to give them the opportunity to practise these skills
• share more information with parents and carers about healthy options for children's food and drink.