Hither Green Nursery and Pre-School

What is it like to attend this early years setting?

Children are extremely well supported to settle into the nursery. They form very strong relationships with their key person, who puts the interests of the children at the centre of what they do. This helps them to provide activities and resources that children find exciting. As a result, children are very eager to explore what is available to them. They show great curiosity and develop positive attitudes towards learning.

Leaders and the staff team provide an inclusive, community-focused environment where every child is valued. Cultural and seasonal events are celebrated in ways that reflect the diversity of the children and families who attend. Parents and carers are encouraged to share their home cultures and experiences. This helps children to develop respect for others and a genuine understanding of their role in the wider world. Staff are positive role models and help children to learn the rules of the nursery. Children show good manners, learn to share the resources and form friendships with their peers.

Children enjoy a broad and engaging curriculum that nurtures their sense of belonging, responsibility and wonder. Planning is purposeful, with clear intentions linked to children's holistic development. Activities often reflect on respect for nature, sustainability and the community. For instance, children enjoy watering the plants in the garden and recycling materials creatively. They enjoy litter picking in their community, instilling values of compassion and responsibility from a young age. Children leave the nursery confident, independent and emotionally ready for the next stage in their education.

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

• Staff are highly motivated in their work with children. They have a clear understanding what is expected of them and what it is that children need to learn. They model a passion for learning, showing excitement when exploring with children. Staff undertake training to develop professionally and achieve higher level qualifications to extend their understanding of child development.
• Children develop a love for books. They regularly enjoy trips to the library and visitors from the library come into nursery to read books to the children. Children can take books home and share them with their parents. They can also access books in their home language. Furthermore, children are encouraged to create their own books, such as cooking and story books.
• Children are becoming effective communicators. Staff focus on developing their communication and language. Children benefit from staff modelling language well and extending children's thinking through sensitive questioning and encouragement. Staff engage and interact with children effectively using body language, and seize opportunities to build on children's vocabulary and engage them in conversation.
• Children enjoy many opportunities to develop their physical skills. Physical activities are well embedded throughout the day, indoors and outdoors. Children enjoy climbing, jumping and running in the garden as well as digging, scooping and pouring. They are able to take age-appropriate risks, develop their spatial awareness and gain the skills needed for early writing.
• Parent partnership is a strength of the nursery. Parents welcome the daily feedback they receive and comment on the progress their children make. They talk about the learning experiences their children receive that they would not have at home. This helps children to develop their cultural capital. Parents are continuously involved in providing feedback, which leaders and staff act on. This helps to develop and strengthen the quality of the nursery, overall.
• Children are curious learners who are eager to explore. Staff plan activities that are of interest to the children and build on their previous learning. However, during smaller-group activities, staff do not consistently adapt their teaching responsively to meet and extend children's individual interests and learning needs. Nevertheless, all children, including children with special educational needs and/or disabilities, make good progress from their starting points.
• Staff encourage children to develop their independence through daily routines, such as pouring their own drinks and serving their own food at mealtimes. Overall, transitions between activities and daily routines run smoothly. However, in some rooms, the lunchtime routine is not as well organised. This has an impact on the space and the attention that staff can provide children. For example, some children are not supported to serve themselves, while others become bored of waiting.

What the setting must and should do next

The provider should:

• develop staff's skills further to respond to and incorporate children's individual interests and emerging needs during smaller-group activities
• continue to develop lunchtime routines to enhance learning for all children during that time.