Headstart Nursery

What is it like to attend this early years setting?

Children thrive in this nurturing and caring nursery. Staff welcome children with enthusiasm and affection and children happily go off to explore. There is a sense of purpose and focus all around the nursery. Babies investigate outside, climbing on the soft-play equipment and rocking on the see-saw. Older children paint, concentrating as they copy the petals and stems in the vase of flowers.

Children have a true sense of belonging; they have their own pegs with their photograph and name. They have individual family books that are all about them and the familiar people in their lives. They discuss these people with their friends, teachers and visitors. Children demonstrate good behaviour. They show kindness and consideration for each other, and this results in high levels of well-being. Children show concern for each other, are respectful and know how to share and take turns. For example, children show empathy and consideration to their friends when they are struggling to complete an activity, offering support and praise.

Children follow good hygiene procedures. They know to wash their hands after they have played in the garden and before lunch. Children get their own tissues, blow their noses and put the tissues in the bin. They are learning how to keep themselves safe and minimise the spread of infections.

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

• Staff are nurturing and caring. They sensitively carry out care duties and provide cuddles and reassurance to children when visitors arrive. Staff stay close to less confident children, helping them feel safe and secure. This further supports their well-being.
• Children enjoy spending time in the garden, where they have the opportunity to play on the bicycles and learn to balance on the tyres and other obstacles. They go on trips into the wider community, visiting the local European supermarket to buy exotic fruits and vegetables. Children are developing their understanding of the wider world.
• Staff plan their curriculum around the children's interests and learning needs. They know the children well and what they need to learn next. Leaders reflect on the effectiveness of the teaching and learning, and support staff to develop their practice. However, this support is not focused enough on ensuring all staff understand the delivery of the curriculum for younger children.
• There are strong relationships between staff and children. All children are treated with care and respect. Staff model good behaviour and are gentle and kind. They respect the children's individuality and provide activities to meet their needs. However, on occasion, some staff can be loud which can be overwhelming for children. This has an impact on the children's ability to hear and communicate effectively.
• Staff use every opportunity to support children's communication and emotional development. For example, staff sing spontaneously throughout the day. Children sing along while they are playing with other activities. This gives children the freedom to play independently but still join in.
• Staff introduce mathematical concepts into most activities. For example, children are developing their cutting skills. They carefully chop up potatoes and other vegetables as they make a vegetable salad. Staff encourage the children to discuss whether the pieces are big or small, and heavy or light. The youngest children sort their play food by saying 'one for you and one for me'.
• Leaders and staff develop excellent partnerships with parents. Parents say they would highly recommend the nursery and say their child is 'thriving' and has made 'amazing' progress. Parents are kept fully informed of their child's progress. Leaders make considerable effort to settle in new children and act on transition information they receive from parents.
• Staff work very hard to ensure the nursery is fully inclusive. Children with special educational needs and/or disabilities (SEND) receive good care and education. Leaders and staff are knowledgeable and skilled in the identification of SEND and promptly implement strategies to support children, resulting in the most vulnerable children making good progress.
• Leaders promote healthy eating. Children are learning which foods are good for them, and those which are not. Staff have a good understanding of children's allergies and preferences, and this helps to promote their health and well-being.

What the setting must and should do next

The provider should:

• improve staff's awareness of how unnecessary noise and distractions can have an impact on children's language development
• develop the staff's understanding of how the youngest children learn.