Holland House Day Nursery Ltd

What is it like to attend this early years setting?

Children begin each day full of enthusiasm, feeling secure and happy in this nurturing nursery. The well-planned environment and caring staff help them settle quickly. Staff offer comfort, follow consistent routines and build trust with each child. Parents join the induction process to make sure the nursery meets each child's needs. Staff create a strong sense of community for children and families.

The curriculum follows children's interests and puts communication and language at the centre. Staff talk with children, model language, ask effective questions and share quality books. They use songs and rhymes to help children move smoothly between activities. In the baby and toddler room, children tidy up excitedly so they can play the 'What's in the Bucket?' game. They join in with songs and actions as staff introduce new objects and matching rhymes. This engaging session is a regular and valued part of their routine.

Children develop independence from an early age. Older children hang up their belongings and manage self-care routines confidently. At mealtimes, staff encourage babies to feed themselves and support younger children to cut their food, offering praise and time to succeed. Older children enjoy taking responsibility for serving themselves food.

Children have access to an enclosed outdoor area. This includes opportunities for motor development using both large and small apparatus and climbing equipment. Children grow vegetables to sell and are given responsibility to maintain this environment. There is a forest-school area. This is securely fenced off and includes an area to listen to stories, an area to gather around a fire and an indoor structure. This area is a real strength and is also used for parent and community events.

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

• Leaders have a vision for the nursery and work with staff to promote a strong sense of community for children and families. They have a very good understanding of the local community and the needs of families who live and work in the area.
• The promotion of communication and language is a particular strength of the nursery. Staff interact well with children, modelling language and improving vocabulary. They acknowledge non-verbal communication and plan next steps to support children's ongoing progress.
• Children's behaviour is good. They quickly learn what is expected of them. They are reminded to be kind to others and share resources. Staff model positive behaviour to children. They respond to them calmly and are consistent in their approach to teaching behavioural expectations.
• Children with special educational needs and/or disabilities (SEND) are supported well. Staff are proactive in identifying any gaps in children's learning. Knowledgeable leaders work with children's parents and their key person to put in place plans for individual children so that they are supported to make progress in their learning. They work closely with other professionals to get the support children need at the earliest opportunity. Funding is accessed and used effectively.
• Parents speak positively about the nursery. They are pleased with the regular information they receive about their child's care, learning and development. This helps them feel involved in their child's progress and able to support learning at home, which strengthens continuity between the nursery and family life.
• The manager is committed to supporting all staff. Staff benefit from regular opportunities for supervision sessions and training. New staff receive induction training to help them to understand their roles and responsibilities. This helps to promote the interests and safeguarding of children.
• Leaders support staff to develop skills through courses and training. However, leaders do not consistently measure the impact of training on staff's knowledge and practice to ensure that the quality of teaching improves even further.
• Although there has been a failure in notifying Ofsted about a change of director, there is limited impact on children. A Disclosure and Barring Service check has been maintained, and the provider shows a responsible and positive attitude to rectifying this immediately.

What the setting must and should do next

The provider should:

• strengthen systems for monitoring the impact of staff training and staff performance to help to raise the good teaching skills even further.