Hollybrook Childrens Nursery Limited

What is it like to attend this early years setting?

Children thrive in this safe, warm and welcoming nursery. They have good bonds with staff and eagerly involve adults in their play. For example, when searching for minibeasts outside, staff take children's learning further by suggesting they use binoculars to find any that may be hiding. Children confidently navigate their way around the indoor and outdoor environments, choosing what they would like to play with. Staff are positive role models for the children. This is reflected through the manners and behaviour children display at all times. They are kind and considerate of other's feelings. Children share a mutual respect for their friends and the staff.

There are ample opportunities for children to develop their physical skills. For example, toddlers enjoy using sponges and water, pretending to be the window cleaner. Pre-school children enjoy making marks with mud and paintbrushes. They love playing in the water, developing their mathematical skills. For example, estimating and counting how many jugs of water are required to fill containers. They enjoy reading books in the play house and digging in the sand. Children are provided with opportunities to explore their local community and recall these experiences through play.

Leaders and managers are mindful of the impact the COVID-19 pandemic has had on children. They have now welcomed parents back into the setting and have found this to be a positive experience.

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

• Leaders and managers share a vision for the nursery. They are passionate about providing the best outcomes for children. Together with the staff team they provide a curriculum offering experiences for children to help them make the best possible progress. Staff are supported in their role and are encouraged to complete training in order to enhance their professional development. Regular supervisions allow leaders to provide staff with targets to help improve their teaching skills.
• Overall, staff support children's communication and language well. Older children engage in conversations with staff who develop their vocabulary by introducing new words, such as 'centipede', and explaining what they mean. However, the curriculum for communication and language development is not as well implemented in the toddler room. Staff do not consistently support children to learn new words and develop their emerging speaking skills further.
• Parents speak highly of the nursery. They say they are included in their child's learning by being asked to contribute to it. They say their children feel safe and happy. Parents and staff have good relationships, which in turn leads to children forming secure attachments with staff through positive partnership working.
• The curriculum allows children to take the lead in their learning. Staff are tuned into what children know and can do and use this knowledge to provide opportunities and experiences for children in order for them to make progress. For example, children tell staff that they want to be a teacher when they grow up. Staff give children a pen and some paper and ask if they could make a register and check everyone is here. When children want to make a dinosaur land, staff add dinosaurs to the sandpit.
• Mathematical development is a strength throughout the nursery. Staff encourage children to think critically and problem solve. For example, when finding minibeasts, staff ask children to compare quantities by counting the insect's legs. When playing with the wooden logs, children talk about the 'smallest' and the 'tallest'. Toddlers making birthday cakes with play dough are asked how many candles they need.
• Independence is encouraged throughout the nursery. Children confidently use cutlery and drink from cups. They line up to be given more lunch once they have finished. Children manage their personal needs well, including toileting and handwashing. When going outside to play, all children remove their shoes and put their wellies on.

What the setting must and should do next

The provider should:

• strengthen the curriculum for communication and language development in the toddler room and help children to develop their speaking skills further.