Highfield Day Nursery

What is it like to attend this early years setting?

Children are happy and confident in this lively nursery. Staff demonstrate an extremely caring nature towards the children. Babies are comforted as they transition to and from naps. They snuggle in to read books with staff, developing an early interest in literacy. They confidently explore their surroundings under the watchful eye of staff as they play with sand, squishing it in their hands.

The outside area provides an exceptional learning environment. Children are curious and highly motivated to investigate. They can choose from a wide range of high-quality resources. Small children delight as they navigate crawling over large tyres with determination. Older children dig and jump in the mud area. They gather round together as they look at what they have found in the mud. Children role play in the purpose built fire engine as staff help them put the pretend fire out.

Staff have high expectations for children's behaviour as they act as positive role models. As a result, children are kind and caring towards each other. Children form strong friendships and enjoy playing together. They play together in the home corner, taking turns to look after babies and deciding what they are going to feed them.

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

• Staff take time to get to know the children and their families. Initial assessment gives the team a good understanding of where the child is when they first start. Staff watch closely and give attentive support. As a result, children settle quickly, developing secure bonds with their key person, and begin to make progress straight away.
• Children's transitions through each room in the nursery are well considered. Children are monitored and when ready are gradually introduced to the next phase. As a result, children are able to make the change with ease and settle extremely quickly.
• Staff provide extensive opportunity for the children to become familiar with languages, such as French and Spanish. Staff read, sing and give children instruction in these languages. As a result, children become comfortable using a rich range of vocabulary and language structures, which promotes their speaking and listening skills.
• Children listen to familiar songs as staff sing to them. They learn that music has different tempo and volume. This develops their understanding of self-expression and communication through arts. Song is also used to help children to understand mathematical concepts. Babies sing number rhymes, older children can recognise quantities, and set out number lines. They understand that numbers have meaning.
• 'Group time' sessions give children opportunity to develop an early understanding of letters. They use their fingers to trace over the letter 'g'. Children read simple words from cards. At times though, learning indoors does not challenge the children and allow them to become deeply engaged in the activity.
• Staff demonstrate a good awareness of where children are in their development. They use assessment well to check what children know and what they need to build on, and use this to plan and sequence activities. As a result, children make good progress and develop skills for future learning.
• Children understand the importance of hygiene and quickly learn self-care skills. Older children support younger children to wait patiently to wash their hands and talk about why it is important. They develop responsibility for their own belongings, as they use named drawers to keep their personal items.
• Staff speak highly of the manager. They enjoy their work and value the manager's supportive leadership style. In the main, staff training and support is good, However, the current programme of professional development does not always ensure staff have the most up-to-date knowledge and/or practice.

What the setting must and should do next

The provider should:

• develop the programme of professional development to help all staff have an even broader knowledge of their roles and responsibilities
• support staff to help children to become more deeply engaged in their play and sustain high levels of concentration during indoor play.