Hollyfield Pre School Nursery LTD

What is it like to attend this early years setting?

Staff greet children warmly as they enter the nursery. Children form secure attachments with the caring staff and feel safe in their care. Children enjoy a range of learning opportunities that broaden their skills and knowledge. For example, staff make good use of songs and rhymes to support children's developing language. Children are introduced to early mathematical concepts as they fill containers with sand and water. Staff play alongside them, modelling key vocabulary for children, such as 'full' and 'empty'. This effectively promotes children's language skills. Staff foster children's problem-solving and critical thinking by planning engaging group activities. For example, children work together to discover ways of moving water between containers, experimenting with different tools and materials. As they manipulate guttering, they explore cause and effect, observing how water and various objects travel through channels. The learning environment encourages teamwork as children share their ideas, negotiate and communicate with their peers.

Children's social development is also promoted through shared play experiences. For example, children share happily as they use tools to make marks and create patterns in play dough. Children play imaginatively together as they excitedly transform climbing apparatus into pirate ships. They welcome their friends on board, assisting them to pull themselves up with ropes. Younger children are gently guided by staff as they navigate balance beams, receiving encouragement and steadying hands to support their growing confidence and coordination. This promotes children's physical development and well-being.

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

• Leaders and staff implement a broad and ambitious curriculum for children. They have clear intentions for what they want children to learn at different stages of their development. Staff use information gathered from parents, and observations of children's play, to identify starting points for children's learning. Assessment of children's ongoing learning is used to focus teaching on what it is they need to learn next. Children make good progress in all areas of their learning as a result.
• Leaders and staff work closely with parents and other professionals to ensure that children with special educational needs and/or disabilities (SEND) are well supported. Leaders signpost staff to targeted training to support the individual needs of children with SEND. Leaders work in partnership with schools and other professionals to aid a smooth transition for all children moving on to the next stage of their education.
• Staff plan fun and engaging activities for children that motivate them to learn and promote their curiosity. However, on occasions, some children find transitions between routines and activities unsettling, as they are not given enough time to complete their chosen activities. Consequently, these children may not always engage in meaningful learning and may occasionally disrupt the learning of other children.
• Children's independence is promoted well. For example, children respectfully help to tidy away resources, taking care of their learning environment, and independently wash their hands before eating. Children receive praise from staff, who acknowledge and reward the skills children use to be successful learners. This supports children's personal development by enhancing their confidence and self-esteem and prepares them well for the next stage of their education.
• Children develop an understanding of healthy lifestyles. For example, they enthusiastically wash toy dinosaurs and demonstrate to staff how to clean their teeth thoroughly. Children learn about healthy eating as they participate in cookery lessons, preparing healthy snacks such as savoury cheese bites. Children learn how the ingredients they use are good for them. Children also go on theatre trips and visits to nature parks. This enriches children's learning experiences as they learn about the world around them.
• Staff attend regular supervisions and feel that their well-being is supported by leaders. Leaders continually monitor and reflect on the provision they provide to further develop nursery practice. For example, staff undertake training in how to plan activities that collectively support children's understanding of science, technology and mathematics. This supports ongoing curriculum development, broadening children's learning experiences.
• Parents talk favourably about the care and support provided for their children by the nursery staff. They appreciate the feedback and information shared with them about the good progress made by their children. Parents feel involved in their children's learning and appreciate the dedicated time that is given to focus learning on what it is their children need to learn next.

What the setting must and should do next

The provider should:

• review how staff support children to transition between routines and activities, giving them enough time to finish their learning and activities, promoting their continued engagement and enjoyment of learning.