Hetty (Hoole Enterprise Trust - Time for You)

What is it like to attend this early years setting?

Children are eager to enter this nursery. They engage for extended periods with their chosen activities. Children are supported by staff who engage purposefully in their play. Children use large blocks to make an 'aeroplane'. When they want to make it longer, staff pose questions such as, 'How can we do that?' Children add more blocks and say to their friends, 'Fly with me to America.' These supportive and nurturing relationships help children to feel safe, secure and motivated to learn.

Children show pride in their achievements. As children draw pictures, they proudly display their work. Staff immediately praise their efforts. Children show visitors plants that they are growing. They talk about how they have watered them daily and the changes they have noticed, such as when the roots started to grow. Children are confident in their own abilities and make good progress.

Children play cooperatively together. As they attempt to carry heavy objects, other children say, 'I will help you.' As children make large models, they work together to 'make it safe' by using the role play tools. Children regularly talk about emotions, and as staff read books aloud to them, they reflect on how the characters might be feeling. Children demonstrate kind behaviours and develop good friendships.

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

• Since the last inspection, leaders have addressed the weaknesses raised. The manager carries out regular observations of staff practice and supports staff to develop their teaching through training and support. Staff say they feel supported by leaders and are passionate about working together to continue to drive improvements to the highest level.
• Leaders have a clear overview of the curriculum and the skills and knowledge they want children to achieve. Staff know children well and plan activities to target children's next steps. However, leaders do not always consider the organisation of group activities to ensure that they meet the needs of all children who participate in them. This can limit some children's engagement and access to intended learning.
• Parents value the communication they receive regarding their children's development and care needs. They describe the staff as 'brilliant'. Parents say that their children have 'flourished'. They have seen particular progress with their children's communication and social skills since they have started.
• Children with special educational needs and/or disabilities (SEND) and those who receive additional funding are supported effectively. Staff assess children's progress and identify when children require extra help in their learning. The special educational needs coordinator (SENCo) has developed good relationships with other professionals and makes appropriate referrals to other agencies when needed. She supports all staff to be familiar with the agreed strategies and support for individual children. All children have their individual needs met.
• Children frequently sit down to relax and share books with staff and each other. Older children learn about the role of an author and an illustrator. They recall that the illustrator 'draws and colours in the pictures'. Children demonstrate a love of stories.
• Staff promote children's early mathematics skills effectively. They encourage children to identify shapes in the environment. Children proudly show visitors when they create a diamond shape by using 'two triangles'. They accurately tell staff that there are still 12 children that have not yet had snack. Children are confident in their mathematics abilities and make good progress in their learning.
• Children's health and hygiene are well supported. Staff model good handwashing procedures and children know that they need to 'get the germs away'. As children cough, they cough into their elbow then wash their hands. This minimises the spread of germs. Staff introduce words such as 'calcium' and discuss the health benefits of foods. Children say they are growing because they eat fruit and drink water. Children demonstrate a good awareness of the importance of good health and hygiene.
• Staff understand the importance of supporting children to be independent. Children dress and undress as they transform into their favourite superhero. They use tweezers skilfully to pick up fruit. They peel bananas and put away their own plates. As spillages of water occur, children independently go to wipe it up. Children are becoming increasingly independent.

What the setting must and should do next

The provider should:

• consider the planning and organisation of large-group activities to ensure that children achieve the best possible outcomes from these experiences.