Holly House Nursery Doncaster Ltd

What is it like to attend this early years setting?

Children learn how they can keep themselves safe. For example, in the pre-school room, staff help them to understand about only using age-appropriate scissors. Staff read stories to children to help them learn how they can use the internet safely at home.

In the baby and toddler room, children show that they enjoy listening to and joining in with songs that staff sing with them. This helps to develop children's early speaking skills. Children are supported to interact with others and make friendships. For example, in the two- and three-year-old room, when children put pretend leaves on their heads, staff ask if they can blow the leaves off each other. Children laugh with their peers and staff when they do this.

Staff read stories to children, helping them to develop a love of books. In the toddler room, when staff read, they show children the images on the pages, helping them to follow the story. Children learn how to take turns with their peers. For example, in the pre-school room, when they mix ingredients together in a bowl, staff ask them to have a turn and pass it on to their friends. Children listen and follow instructions well. Children develop their mathematical skills. This includes staff helping them to recognise numbers and learn about different shapes.

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

• The manager and staff support children's communication and language skills well, helping to close gaps in some children's learning. For example, staff completed sign language training and use this to communicate with children, including those with special educational needs and/or disabilities. This complements the words staff use, helping to develop children's understanding.
• Children are keen to join activities that staff plan for them. This includes staff showing them how to make porridge. However, during some planned activities in the pre-school room, staff do not help children to build on what they already know and can do. For example, when staff ask them questions and children know the answers, they are not supported to extend their knowledge.
• Staff encourage children to behave well. They have 'golden rules' in place to reinforce positive behaviour. Children understand these and say that they need to walk inside and run outside. Staff encourage children to take responsibility for completing tasks. This includes asking them to carry watering cans outside and to help to tidy away toys.
• The nursery cook offers children a healthy range of meals to promote a nutritious diet. However, staff do not support all children to develop an understanding of the importance of oral health and how this contributes to a healthy lifestyle. Children take part in planting and growing vegetables in the garden, learning how food is grown.
• Parents say that their children have come on in 'leaps and bounds' since starting at the nursery, developing in confidence and their interactions with others. Staff share information with parents about their children's daily activities and how they can continue their children's learning at home, such as encouraging them to drink from an open cup. This contributes to supporting consistency in their learning.
• Staff provide opportunities for children to solve problems in their play. For example, staff in the two- and three-year-old room show children a selection of tools and ask them which one they could use to dig a hole. In the pre-school room, staff offer children suggestions about how they can attach puzzle pieces together, giving them time to think about and explore this on their own.
• Staff support children to be independent. For example, staff ask children in the two- and three-year-old room to pull up zips on their coats as they prepare to play outdoors.
• Staff follow children's interests to help support their learning. One example of this is when children in the two- and three-year-old room show an interest in dinosaurs. Staff read stories to them about dinosaurs, asking them to share their knowledge of the names of dinosaurs they know. Staff hide dinosaurs in ice, encouraging them to explore and investigate how ice can melt. However, occasionally, when the routine of the day changes in the toddler room, staff do not manage to maintain children's interests. This results in children not being engaged in learning.

What the setting must and should do next

The provider should:

• strengthen staff's interactions with children in the pre-school room to help them build on what children already know and can do during planned activities
• help staff to develop children's understanding of the benefits of oral health
• support staff in the toddler room to review the organisation of daily routines to sustain children's interests and help them to become more highly engaged in their learning.