Headstart Nursery and Pre-School

What is it like to attend this early years setting?

Children enjoy a carefully planned, exciting curriculum. They are happy and make very good progress in their learning. Their key person knows exactly what they like to play with, their developing interests and their next steps in learning. This ensures children's learning experiences are tailored very well. Favourite books and stories, used effectively, help children to engage deeper in activities. For example, children delight when they see an activity set up themed around a favourite story 'The Tiger Who Came To Tea'. They actively take part in exploring how tea bags change the colour of water. Staff encourage children to use all of their senses and describe what they notice and smell. They hear new vocabulary frequently which helps them to become confident talkers. Toddlers eagerly participate in role play shops. They practise their early talking and turn taking skills within their play.

Staff are exceptionally patient with children. They enable them to complete tasks for themselves wherever possible. This helps children to develop high levels of self-esteem and well-being. Staff frequently role model appropriate behaviour. They recognise children's achievements through stickers and certificates. Staff take the time to calmly explain to children how to manage their emotions. Children's behaviour, as a result, is very good.

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

• Staff frequently talk to children to help them to acquire new language and develop confidence in their speech. They support children's problem solving and extend children's knowledge through discussion very well. For example, toddlers describe the texture of the spines on a dinosaurs back. Pre-school children create their own imaginative stories that staff skilfully build on. Staff offer new language and help children to develop their imagination further.
• Outdoor play and learning opportunities are excellent. Children practise and develop confidence using their full range of physical skills. Climbing apparatus, ride-on tricycles and various sports equipment help children to learn coordination skills while being active. Specially trained staff deliver daily forest school sessions. During these sessions, pre-school children develop curiosity and make sense of the natural world.
• Children develop exceptional independence skills. For example, babies learn to recognise their belongings. Toddlers access taps to get their own water to drink. They measure and mix their own play dough and learn where resources are stored. They freely access resources to navigate their own play. These steps mastered early on, enable pre-school children to be self-sufficient and ready for school.
• Pre-school children carry out important roles to help to contribute to daily tasks. This helps them to learn to keep their surroundings safe and orderly, and develop useful skills for the future. These roles include an 'eco monitor'. This role includes knowing the importance of switching off lights to save energy.
• Children that need extra support to help them to make progress get it swiftly. Specially trained special educational needs coordinators work with the wider staff team. They implement strategies to help children progress with their social and communication development.
• The long-standing staff team are regarded very highly by parents. Parents feel part of the nursery family and feel included in their children's learning. They appreciate the detail their key person provides about how they help children to make progress. Home learning opportunities offered weekly help parents to continue learning away from nursery.
• Leaders work well with other professionals. They seek guidance to provide additional support for children with special educational needs. However, they do not consistently engage with other settings that older children attend. Opportunities to support children's continuity of education between settings are not always accessed.
• Occasionally, staff working with babies overlook opportunities to develop their understanding. For example, they have resources, interactive displays and pictures that they intend to use during singing and story times. However, these intended strategies are not always used consistently by all staff.

What the setting must and should do next

The provider should:

• strengthen partnership working with other settings children attend, to ensure continuity of care and support is provided consistently
• provide more consistent opportunities for babies to develop their communication and understanding skills.