Higher Folds 2 Year Olds

What is it like to attend this early years setting?

Children develop strong, nurturing relationships with staff at this warm and welcoming nursery. Staff ensure children feel safe and secure from the moment they settle in. This helps them to become confident learners. Before children start at the setting, staff visit children and their families in their homes. Staff use the information they gain during discussions with the parents at the home visits to help new children to settle. Staff have high expectations of children, which helps children to progress well from when they start. Children establish their sense of themselves and build confidence. They make their own choices. For example, they select from the wide range of learning activities available.

Children's personal, social and emotional development are very well supported. Staff are warm and nurturing. They provide reassurance and comfort to children when they become upset, encouraging them to explore their emotions by talking to them about their feelings. Children have good opportunities to develop their physical skills. For example, they confidently learn about the different ways they can move their bodies in yoga and football classes. Staff are positive role models. Children are polite, behave well and respect each other. Children play happily together and share and take turns patiently.

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

• The management team and staff demonstrate a strong commitment to continually raising the standards of care and learning for children. They carefully evaluate the provision and recognise the importance of high-quality training. They provide strong and supportive direction for their staff team. They work closely, with support and guidance from the local authority, and seek the views of parents. They are committed to providing an inclusive environment, where all children and their families are welcomed.
• The manager prioritises building lasting community links between families and the setting. Partnerships with parents are a strength. Children and their families are made to feel part of the Higher Folds nursery 'family'. Consequently, the setting is an integral part of the community and children feel like they belong, which means they are more comfortable and able to learn.
• Staff know the children very well and talk confidently about their levels of progress. Staff interact positively with children to engage them and extend their learning. For example, as younger children sing on the swing, staff push them and join in with the songs. Staff aim to provide one-to-one support for children and ensure that activities are adapted to enable all children to take part fully. However, at times, children are not all motivated and engaged as well as they could be within group activities.
• The support in place for children with special educational needs and/or disabilities is excellent. Leaders are relentless in their pursuit of removing barriers to learning. Children's progress is reviewed at least termly. Screening of children's early communication skills supports in early identification. Staff work tirelessly with many external agencies. They understand the importance of smooth transitions, and work closely with the local school to ensure children are supported in their next stages in learning.
• Overall, all children are engaged in the learning opportunities that staff carefully plan for them. However, staff do not yet use consistent and effective techniques to support all children during changes in routine. As a result, children do not fully understand what is expected of them and can become unsettled.
• Staff promote children's good health. Children learn about and can recognise what are healthy and non-healthy foods and talk to staff about the differences. They understand the importance of regular physical activity and benefit from weekly swimming lessons. Furthermore, they know why they should look after their teeth. This helps provide children with a consistency of care.
• Children are confident as they explore the well-resourced indoor and outdoor environments. For example, they demonstrate their physical ability as they manoeuvre balance bicycles and navigate around obstacles. Staff understand the importance of developing children's small-muscle skills. They model using a paintbrush to make long brush strokes. Children use dough daily to squeeze and manipulate. This supports children's next steps in writing.

What the setting must and should do next

The provider should:

• support staff more closely in adapting group activities to ensure that all children, particularly quieter children, can fully participate and engage in activities to further build their learning and confidence
• review changes in routine and transition times, particularly during lunchtime, to ensure all children know what is expected of them.