Healing Village Nursery & Out of School Club

What is it like to attend this early years setting?

Staff know about children's starting points as a result of good communication with parents. They have a good insight into children's circumstances, which supports them to provide the best possible care and education.

Children enter the premises excitedly. They hang up their coats and bags and retrieve their drinks bottles, before happily joining their friends to play. They confidently explore the well-resourced environment. They select activities that hold their interest and promote their independence. Staff have high expectations for children's learning. When children face challenges, staff encourage and praise them. Staff know their key children well. They ensure that individual planning takes into account children's interests. This captivates children and engages them fully in their learning. Staff know when children are making progress in their development. They identify when children require additional support, and use strategies to support children's speech and language while waiting for professional intervention. Staff understand the impact of the COVID-19 pandemic and have taken steps to address any gaps in children's learning.

Children behave very well. They automatically use good manners and show empathy towards their friends. They know the rules and routines of the setting. This helps children to feel settled and secure.

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

• Staff regularly track children's progress and ensure that they act swiftly on any concerns about children's development. They routinely evaluate the progress in children's development to identify their next steps.
• Staff prepare children for moving on to school by ensuring that they are physically and emotionally ready. They talk about the things children may see and hear. They help children to understand how they might feel about going to school and the routine of the day.
• Staff use ongoing dialogue to extend children's vocabulary and encourage conversation. Children's learn new words, promoting their literacy skills. They talk about the author and illustrator of a book during story time. Staff further extend children's language. They talk about following a recipe and the ingredients needed.
• Children have opportunities to develop their gross motor skills in the outdoor area. They follow instructions to slither like a snake and roar like a lion. They develop their fine motor skills as they use the sand to create designs and develop their mark-making skills.
• Children learn about nature and the environment. They know about the life cycle of a caterpillar as they explore the sensory garden. Children are proud of the things they have grown and know plants need water and sunshine. Although staff talk to children about food, there are missed opportunities for children to learn about healthy food choices and the contributions this makes to their overall good health.
• Children are confident learners as they explore the well-resourced environment with their friends. They use their imagination to create food out of natural building materials. They ask the inspector to choose a meal from an imaginary menu.
• Children manage their own self-care well. Those who are able to, access the toilet independently and wash their hands afterwards. They know they need to wash their hands before lunch, so they do not get germs.
• Staff nurture children's emotional development. They use 'emotion stones' to engage children and to help them learn about sharing and empathy for their peers. This promotes children's emotional development and contributes to their resilience.
• Leaders have appropriate measures in place to ensure that staff receive adequate supervision. This includes identifying personal training that is applicable to the needs of the children. Leaders accurately reflect on the provision and identify ongoing changes to practices and policies. This continuous evaluation enables staff to ensure that quality care and education is provided for children.
• Staff use positive language to support children's behaviour. They offer praise as children skilfully follow instructions. Children are complimented for their good listening and 'kind hands'.
• Parents are complimentary about the care and education their children receive. They report that staff share good levels of information and are impressed by the progress their children have made.

What the setting must and should do next

The provider should:

• extend discussions about healthy lifestyles further to include making healthy food choices to contribute to overall good health.