Hetton Lyons Nursery School

What is it like to attend this early years setting?

Young children show a strong sense of belonging at this highly inclusive and welcoming nursery. The curriculum is based on building children's independence, confidence and a sense of pride. Babies explore a tray of cereal, crunching the pieces in their fists and letting them fall. Toddlers fill and empty pans with aromatic herbs and flowers, using metal ladles in the outdoor role play kitchen and pretending to make soup. They investigate exciting resources, including gloop and bubbles, using all of their senses. These experiences help to promote children's sense of wonder about the world around them and stimulate their imaginations.

Staff have high expectations of all children and intervene skilfully as they explore their surroundings. For example, babies bounce happily and join in with animal noises as staff sing 'Old MacDonald'. After a farm visit, babies enjoy looking at books about pigs, ducks, cows and sheep. This helps to promote their listening and communication skills. Toddlers celebrate their independence proudly. For instance, they declare 'I did it' as they put their boots on for outdoor play. Children have very positive attitudes to their learning and are willing to have a go.

Experienced staff nurture children's self-esteem. They help children to build resilience through many positive experiences. Children demonstrate that they feel happy and safe as they follow familiar routines. They know what is expected of them and behave very well. Staff prepare children exceptionally well for their future learning, including the move between the baby and toddler rooms.

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

• Committed leaders have a strong vision for the nursery. They continuously look for creative ways to enrich children's experiences even further. Staff review each others' interactions with children and share good practice. This helps to maintain the outstanding quality of education.
• Expert staff focus strongly on developing children's communication and language skills well. They use Makaton and picture cards to help young children to make choices. Children listen to adults carefully and follow simple instructions. Staff ask open questions and give children plenty of time to think and answer.
• Dedicated leaders prioritise staff's well-being and professional development. Many staff have long careers at the nursery and all feel valued. Staff enhance children's learning using their skills and knowledge, for example through taking part in a reading project. As a result, staff focus consistently on widening children's specific vocabulary and promoting their understanding of books.
• Well-qualified staff build a structured curriculum, indoors and outside, based on their observations of children's interests. Staff swiftly identify any gaps in children's learning and development. They provide additional support promptly, in close partnership with other professionals when needed. All children make rapid progress, including those with special educational needs and/or disabilities.
• Staff are wonderful role models. They encourage children to use good manners, saying 'please' and 'thank you'. Children experience kindness and respect from staff. Staff use games, such as passing a teddy, to help children learn the skills which they need to interact with others.
• Caring staff thoughtfully plan settling-in arrangements. This supports children who may not have left their parents before. Children form extremely strong bonds with staff. They happily approach staff for reassurance and to share their ideas. Staff listen and take account of children's views. Children's emotional well-being is a top priority.
• Parents and carers say the nursery is 'like home'. They comment that 'nothing is too much bother' for any staff member. Parents attend sessions to find out about relevant topics, such as toilet training, oral health and children's behaviour. They borrow information bags with guidance on children's welfare. Consequently, families feel very well supported.
• Young children find out about their community. For instance, they visit care homes to sing songs. Children learn about the similarities and differences between themselves and others. For example, they try out foods from various cultures. Children visit local shops and parks and take bus rides. Staff use these outings to help children understand more about the world around them.
• Staff engage parents in continuing children's learning at home, including nursery rhymes, storysacks and making dough. They provide 'challenge bags' for families. One example of this is when staff observed children's interest in collecting sticks. Staff encouraged families to find more sticks from their walks. They used these for further learning, including practising children's early mathematical skills, such as counting and comparing sizes of sticks.
• Children benefit from plenty of fresh air and vigorous exercise daily, which promotes their very good physical development. They are excited to experience foods such as strawberries that they cut up for snack and carrots at lunchtime. Babies feed themselves independently using spoons. Children learn about making healthy choices and self-care, such as handwashing.
• Staff continue to telephone parents regularly, a practice that they started during the COVID-19 pandemic, to exchange information. Parents say that they feel very well informed about their children's progress and their next steps in learning. There are opportunities for daily conversations about children's routines and experiences.