Hill Top Private Day Nursery

What is it like to attend this early years setting?

Children are happy and demonstrate secure relationships with staff who care for them. Interactions between children and staff are positive and remind children to behave in positive ways. For example, children in the toddler room are encouraged to take turns and share their toys in the role-play corner. Children play alongside their peers, answering toy phones and making food. Children enjoy learning about the world around them through a range of activities. Older children explore an insect sensory tray, naming the different bugs they find and discussing where they might find these bugs in the garden. Staff recall recent visits to their local forest school, and this prompts discussions about recent memories. Children recall when they found bugs underneath the logs and used their magnifying glasses to look for them. As a result, children are learning to be curious and show consideration for the world around them.

Staff support children to become independent. During messy activities, children of all ages attempt to put their own aprons on. Staff are on hand to offer support and encouragement where needed. Children brush their teeth independently and wash their hands before mealtimes. This supports high levels of well-being, and children confidently learn to care for themselves.

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

• The curriculum extends well, for some children, to outdoor learning. For example, older children practise their large-muscle movements as they use bikes and learn to understand the world as they enjoy hunting for bugs. However, the curriculum is less well planned and implemented for the youngest children. Babies are not always supported to be able to explore, enjoy and learn in the outside space. Therefore, the youngest children are not always benefiting from meaningful learning.
• Leaders and staff have begun to implement new strategies to support children who may have communication and language delay. However, this has not yet been embedded across the whole team. As a result, some staff are not consistently supporting children to make good progress with their language development. For example, some babies in the baby room have dummies for prolonged periods of time. This hinders their speech development in preparation for the next room.
• Children engage in activities well. They work together during activities to save the sea animals trapped inside the ice. They attempt to melt the ice in a range of different ways, rubbing and smashing the ice. Staff encourage the children to explore their own ideas to smash the ice. This supports children to become critical thinkers.
• Older children use their environment independently, choosing different-coloured paints and creating art on the easel. Children take pride in their artwork and remain engaged for long periods of time. As a result, children are learning patience and a joy for mark making.
• Parent partnerships are a key strength within the nursery. Leaders and staff host regular open evenings to share what the children have been learning. All staff communicate their weekly plans for children's activities. This helps to keep parents up to date on relevant information and how they can support their child's learning at home.
• Staff are confident and skilled in recognising when a child may benefit from extra help. For example, when concerns arise, staff promptly involve parents in regular, constructive discussions. They ensure a shared understanding and consistent support both at home and in the nursery. As a result, early intervention strategies are put in place quickly, allowing children to access the right support at the right time. This proactive approach helps to close gaps in development and ensures all children are given a good start in their learning journey.
• Overall, children behave well within the nursery, showing respect for both their peers and the environment. Staff actively promote positive behaviour by celebrating individual achievements through initiatives like 'the proud cloud', which are shared during circle times. This consistent recognition encourages children to reflect on their actions, take pride in their behaviour and celebrate the successes of others. As a result, children are developing a strong sense of empathy and an understanding of appropriate behaviour, laying the foundations for positive social relationships.
• Staff report high levels of support and well-being. All staff have regular supervisions and are provided with opportunities to access relevant training. New staff are guided through the expectations of the nursery and have regular check-ins with leaders. As a result, staff understand the nursery policies and procedures. This helps to keep children safe within the nursery.

What the setting must and should do next

The provider should:

• strengthen the curriculum for outdoors, particularly for babies, to enhance children's learning opportunities
• continue to embed strategies that support communication and language development with the whole staff team.