Heaton Preschool Nursery

What is it like to attend this early years setting?

Children and their families are warmly welcomed into this nurturing and inclusive nursery. Staff remain mindful of the impact that the COVID-19 pandemic has had on some children's social and emotional development and their communication skills. To help address this, staff prioritise children's emotional well-being and ensure that the curriculum for communication and language is strong. Children are very happy here, and behaviour is good. Children's emotional well-being is central to everything the staff do, and children thrive on the positive relationships they develop. Children talk openly about events at home and nursery that are important to them. Staff know the children and their families well. They respond sensitively, helping children to understand and process challenging emotions, for example when loved ones go into hospital or the arrival of a new baby.

Children engage well in their play and learning, and they become confident, curious learners who are well prepared for school. Children are motivated to explore the appealing and accessible learning environment. They especially enjoy accessing the recently developed outdoor play space. This is well used to ensure that children who prefer to learn outdoors also benefit from rich learning experiences. Children purposefully investigate a wide range of natural materials as they play in the outdoor 'mud kitchen'. They enjoy filling and emptying containers with water before spontaneously using brushes to make marks on the ground and watching them disappear in the sunshine.

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

• Overall, the education provision is strong. Children benefit from a well-sequenced curriculum that follows their interests and builds on what they already know. Staff are knowledgeable about what they want children to learn in readiness for school. They have high aspirations for every child and provide the support and encouragement children need to help them get a good start in their education.
• Staff model language and introduce new words to help children build a rich vocabulary. In the main, staff talk precisely. They encourage children to respond in sentences and correct mispronunciation sensitively. Children enjoy stories and are eager to sing the songs they have learned. Children are learning that print carries meaning. Many older children recognise and attempt to write the letters in their name. However, staff do not always ensure that children have fully developed the strength and dexterity they need in their wrists and fingers before encouraging children to write their names.
• Staff support children as they learn to count. Basic mathematical concepts are woven into everyday play. For example, children are encouraged to compare sizes to find the biggest or smallest container. However, some staff lack confidence in teaching mathematics. This means opportunities for children to gain a deeper understanding of mathematics are not consistently provided.
• Children are learning about the importance of a healthy lifestyle and how this helps to promote their good health and well-being. They have daily opportunities to be physically active. Children enjoy a range of healthy snacks. A visual timeline helps children learn what is expected and how to manage this time. Mealtimes and snack times are valued as a social experience, and children enjoy sitting alongside their friends to eat their packed lunch.
• Well-planned outings help to provide children with an insight into the local community and the lives of other people. Trips to visit the elderly in a local care home are enjoyed by the children and residents alike. Children experience short bus journeys, and after learning about food banks, children go to local shops to purchase items so they can make their own donations to help others.
• Staff feel valued and work very effectively as part of a small team which is directly led by the highly qualified manager. New staff benefit from effective induction procedures and work directly alongside experienced staff members, who are on hand to guide and offer support.
• Overall, professional development is good. Staff discuss training needs at regular supervision sessions. They access online training to gain some of the knowledge they need to further improve outcomes for children.
• Parents were eager to speak to the inspector and commented very positively on the high-quality care and education provided. Parents describe staff as approachable and say they always have time to listen and to work in partnership with families. This helps to ensure a shared approach to children's care and learning.

What the setting must and should do next

The provider should:

• extend the programme of professional development to raise staff's understanding and confidence in delivering a strong educational programme for mathematics
• provide further opportunities for children to develop the muscles in their wrist, hand and fingers, to help them acquire the control and dexterity they need in preparation for eventual handwriting.