Holmsdale Manor Nursery

What is it like to attend this early years setting?

Children demonstrate a love of learning and are excited to share their ideas. They giggle as they reach up to catch snowflakes on their hands. Children confidently discuss what will happen if they leave tubs of water outside overnight in the cold weather. Staff support children to respect each other's opinions and work together to test their theories. Children learn about snowflakes being unique, like people, and learn new vocabulary to describe the snowflake shapes they see, such as a hexagon. Children are keen to try things for themselves, particularly when practising their physical skills. They persevere to scoop gloop from one tray to another with a spoon. Children excitedly tell their friends, 'I did it', and encourage them to have a go as well. Children help staff with their care routines. They identify their own nappies and help to undress. Staff encourage children to recognise what clothing they need to keep warm in the cold weather, and children put these on without help.

Children develop close relationships with staff. They happily seek a cuddle for reassurance. Children listen carefully to staff, particularly as they read them stories and ask questions related to the book. They show a nurturing nature and invite their friends to listen to the story with them. Children seek out their friends to share resources and to help them to play alongside others.

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

• The staff know their key children well. They observe children during play and work alongside parents and carers to identify what children already know and can do. Staff plan learning experiences for children to develop the knowledge and skills they need to learn next. They help children learn to manage risks safely while exploring the extensive outdoor environment.
• Staff plan highly engaging activities based on children's interests. They encourage children to make choices from a variety of different textures and materials. Staff help children improve a variety of skills, such as using scissors and drawing using a pencil. They inspire children to develop their imaginations. Some children create a tail for a unicorn, while others make telescopes to look at the snow outside the window.
• Staff help two-year-olds work out why a puzzle piece showing a mouse will not fit sideways. They use a mix of questions and instructions to help children turn the piece, so the mouse is not 'dizzy' anymore. However, these positive interactions are not always consistent between staff. Other staff do not have the knowledge needed to support all children's communication. They do not always use simple keywords with younger children, and use little spoken language to support children during mealtimes. Some staff do not recognise when to help children remove dummies when talking, and use vocabulary such as 'dum dum'.
• Overall, children behave well and follow staff instructions. Staff praise children for reminding others how to tidy toys away when they finish. They teach children how to resolve conflict within their play and support them to take turns during games. However, at times, staff do not make it clear to children what they expect of them. For example, some children stand on toys with muddy shoes as they are not supported to understand to take their shoes off.
• Staff place importance on using reusable and recycled materials and sharing with children how to care for the world around them. For example, children help to plant vegetables, which they then prepare and eat as part of the healthy, balanced lunch menu.
• Leaders and managers share a clear curriculum focus with staff, including the importance of making the most of outdoor play. They provide regular staff meetings and talk about how to improve the experiences they offer children. Leaders support staff with their well-being, which helps them maintain a consistent staffing team. However, leaders have not identified what individual staff need to improve their practice. They do not monitor staff's practice in different rooms effectively, and are therefore not aware of inconsistent staff practice within the setting.
• Parents and carers comment that their children come on leaps and bounds in the setting. They explain that staff are very supportive and have wonderful relationships with children. Parents feel well supported and communicated with about all aspects of their children's learning and care, and say they 'couldn't ask for more' from staff.

What the setting must and should do next

The provider should:

• develop the processes to identify and provide support for individual staff to develop their practice
• improve the consistency of staff interactions with children, particularly when supporting children's communication and language
• strengthen support for children so they learn clear and appropriate expectations during play.