Hedgerow Nursery Limited 1

What is it like to attend this early years setting?

Children separate well from their parents. They arrive at the nursery smiling and confident. Staff are kind and nurturing; they welcome the children warmly. Throughout the day, staff give cuddles and comfort to children who may become distressed. This supports children's emotional well-being and helps them to feel safe and secure. All children access daily exercise outdoors to keep them healthy. The indoor and outdoor environments are well planned and provide children with space to play and explore. However, at times, some resources do not support children's independence as well as they could. Staff role model good behaviour well and teach by example. Children receive lots of praise and reassurance. Simple rules guide children about what is right and wrong. Staff encourage young children to 'use their words' to help them express their feelings and begin to manage their own behaviour. Older children begin to self-regulate their behaviour and understand that their actions have consequences.

The staff team has high expectations for all children to make good progress. The curriculum is well sequenced. Children practise the knowledge they gain and apply this to new learning. Staff teach children the skills they will need to acquire to be successful in their next stage of learning.

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

• Staff know the children well. They make accurate assessments of the children to plan precisely for each child's next stage of learning. Children with special educational needs and/or disabilities receive good support. Staff identify any emerging gaps in learning, at the earliest stage. They liaise with parents and other agencies to ensure that children receive any additional support that will assist them to make good progress.
• The management team is committed to continuous improvement. Staff meet regularly and share information, including updates from training. A programme of supervision and professional development provides staff with time to consider their own practice.
• Children enjoy learning indoors and outdoors. Children who are not yet mobile are supported to build their physical strength as they cruise around equipment and become steady on their feet. Mobile children push small, wheeled toys with direction. Staff constantly talk and sing to the children as they encourage them to verbalise and make sounds. Children smile as they wash the play animals in the water tray. They enjoy the sensory feel of the water as it falls through their hands. Older children become independent in their own self-care. They take manageable risks as they challenge their own physical development. They successfully climb on and off swings, play ball games and create a birthday cake in the sand.
• Teaching is good. Staff have a clear understanding of what they want children to learn. They use children's interests to target their learning. Older children cooperate well in larger groups. They take turns and listen to each other. This builds their understanding around tolerance, respect and the views of others. Children are motivated to learn. The skilled staff team knows when to interact and when to let children think and apply what they know. Children learn more complex mathematical language as they make play dough. They look at the measurements on the scales and think about how much more they need to add to make 700 grammes. Children learn that four quarter cups make a full cup. They know which primary colours mix to make green. Children show high levels of self-esteem and want to do well.
• A sharp focus on children's speech begins with the youngest children. They develop concentration skills during small-group times. Staff sing action rhymes with the children to practise early letter sounds. Children delight at this activity. They bring their fingers together as they 'click, click the castanets'. Some children recall the words and join in.
• Children learn to be independent at mealtimes, which are social occasions. However, children are not always supported well enough to pour their own drinks, as the jugs can be too heavy for them to pour without assistance.
• Partnership with parents is strong. Parents comment on the importance that staff place on being inclusive and the support for children's own culture and heritage. They report on the good levels of communication that keep them informed about their children's progress, and the consistency of staff who care for their children.

What the setting must and should do next

The provider should:

• support staff to consider the use of resources to enhance children's emerging independence even further.