Holly Tree Children's Nursery Ltd

What is it like to attend this early years setting?

Children happily enter this warm and welcoming setting. The kind and caring staff provide a nurturing environment where children feel safe and secure. Babies cuddle staff when feeling tired, and older children show pride and excitement as they share the 'salad' they have made in the home corner. Children explore confidently within the indoor and outdoor areas. For example, babies develop their physical skills as they explore the outdoor environment. They show confidence as they crawl, cruise and stand, building their muscle strength. The adult-led activities take account of children's interests and what they need to learn next. For instance, children listen to stories and anticipate what might happen next and talk about the different animals within the stories. The children make good progress in their learning.

The management team and their staff have high expectations for children's behaviour. Most children show a positive attitude to learning as they play and explore. Babies are curious as they make marks using yoghurt. Younger toddlers share their enjoyment as they giggle while matching animals on a jigsaw puzzle. Older toddlers can be heard saying 'my turn, then your turn' as they queue to climb the slide. The staff support the children well. The children are developing their resilience to setbacks and a sense of right and wrong. They show pride in their achievements.

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

• The management team has developed an inspiring curriculum that covers all areas of learning and is well sequenced. The manager is clear about what children need to learn next in order to make good progress and gain the skills to support their future learning. For example, staff support children to build their upper body strength in readiness for early writing skills. This can be seen with younger toddlers making marks on easels and older toddlers developing their fine motor skills as they roll and squish play dough.
• There is a sharp focus on communication and language. Staff narrate everything they do and repeat key words and phrases to children. For instance, while babies explore blocks, staff model play as they build towers and repeat familiar phrases as they fall down. Staff introduce new vocabulary to older children, such as 'cellotape', as they discuss ways to fix broken items. This supports the children in becoming confident communicators.
• Parents speak highly of this 'splendid' nursery and are happy with their relationship with the staff and management. Communication is good, and parents know what their children enjoy and what they can do. Staff provide practical information about activities and support parents well in building on these with their children when at home. Most parents feel that their children are making good progress.
• Staff work very well with other professionals. This is a key strength of the nursery. Excellent support is in place from external agencies. Leaders act swiftly to target the support children need. Gaps in children's learning are identified with precision, and leaders ensure that parents are fully involved. Children with special educational needs and/or disabilities make good progress.
• The manager has identified clear improvements for the setting. She is confident in identifying areas of strength and those that require further development. Arrangements are in place to supervise staff working with children. These have been effective in supporting staff well-being. However, leaders do not always ensure that all staff receive clear targets to help them improve their quality of teaching.
• Hygiene practices are consistent across the setting. Babies, children and staff regularly wash their hands, promoting their well-being and independence. For example, toddlers wipe their noses and wash their hands and confidently put their own coats on. Younger toddlers can be seen finding their own cups and feeding themselves during lunchtime.
• There are good links with the local authority and the manager, and her team receive ongoing support and training. Staff are supported in attending frequent mandatory training. Induction procedures are in place for new starters. However, at times, leaders do not make sure that new members of staff have a thorough knowledge and understanding of the key policies and procedures before they start working with children.

What the setting must and should do next

The provider should:

• develop the arrangements for the supervision of staff further to identify clear targets that support them to enhance their teaching skills to the highest level
• strengthen the induction procedures for all new staff to include thorough knowledge and understanding of all key policies and procedures before they start working with children.