Holyrood Day Nursery Castleton

What is it like to attend this early years setting?

Staff know children very well. They encourage children to express their natural curiosity and extend children's learning through targeted support alongside their play. Children thrive. They are excited by the resources and activities on offer, which staff skilfully adapt to meet the individual learning goals of every child. Most staff know the intended curriculum well. They have ambitious expectations for every child, including those with special educational needs and/or disabilities. Staff feel empowered within their roles thanks to the dedication of the management team. There has been much improvement since the previous inspection, which is reflected in the environment, curriculum and the happiness of children, parents and staff.

Children show impressive levels of confidence. They play peekaboo, read books and sing songs with the inspector. Staff build warm, genuine relationships with children, which helps them to feel secure within this environment. The key-person system is highly effective. As a result, babies, toddlers and older children welcome visitors to the setting, safe in the knowledge that their trusted adults are close at hand. This sense of belonging supports children to begin to understand and regulate their own emotions. Children feel safe to express their feelings and respect the feelings of their peers.

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

• The management team members have created a culture of evaluation and reflection. They are proactive in identifying the strengths and weaknesses of the provision. They target any areas for improvement quickly, using training, coaching and collaborative feedback to further drive improvements. This focus on evolving practice helps to ensure that standards consistently rise. The management team is securely aware of the needs of the community it serves.
• Staff feel supported within their roles. The arrangements for the supervision of staff are secure. The management team encourages staff to have high aspirations, not only for children, but also for their own development. This effective approach helps to inspire staff to continually improve. However, a small number of staff are early in their learning journeys. The management team has identified this and continues to work closely to raise their skills and understanding. However, currently, children do not always experience consistency in their education and care from all members of staff.
• Children's literacy and communication skills are well supported. Even the youngest children are keen to engage with stories. Babies independently pick out books and leaf through the pages, gazing at the colourful pictures. Older children ask for multiple stories in a row, staying focused for long periods of time, laughing and joining in with the tales. Pre-school children recite their favourite parts of stories from memory. All children are developing an early love for literacy. This is highly supportive of their future learning, including when moving on to the primary school.
• The management team has worked hard to restore trusting and collaborative relationships with parents. Parents share that they are thrilled with the improvements under the new management team. They recognise that their children are making good progress under the new curriculum and feel happy dropping their children off each day. However, not all parents feel informed enough to support their children's current learning goals at home.
• Children behave well. Older children express their views and choices with ease. They are treated with respect by staff, who consistently show children that they are heard. Younger children settle quickly and go to staff for cuddles and reassurance when needed. They feel confident to explore and learn. Children listen well and are polite and kind to their friends.
• Children's health is a priority at this setting. Dental health and healthy eating are key aspects of the curriculum. Children access outdoor play daily. They benefit from fresh air and regular exercise, including a 'daily mile'. Children embrace this and burn off excess energy, ready for a day of learning and play. All children make good progress in their personal development.

What the setting must and should do next

The provider should:

• support all staff to deliver the curriculum and care practices effectively, so that children experience consistency across the setting
• consider ways to share more detailed information with parents concerning children's individual learning goals, so they can provide further support at home.