Holyrood Nursery Warrington

What is it like to attend this early years setting?

Children enjoy their time at the nursery. Staff get to know children well and build close relationships with them. This helps children to settle in quickly. For example, during the inspection, babies on their first day are full of smiles and laughter. Children demonstrate that they feel safe and secure.

Children benefit from copious opportunities to learn about the world around them. They learn about the life cycle of a caterpillar and help to release butterflies. Children learn about how pollution affects the oceans. Staff have adopted a sea turtle and children learn about how littering affects sea animals. Children learn about locations around the world as they track where their sea turtle is. These opportunities help children to learn more about environmental issues.

Children behave well. They learn to share the toys and resources from a young age. Staff have high expectations of children. They plan activities that motivate children to learn. For example, babies giggle with glee as they crawl around trying to pop bubbles. Older children put on scientist costumes and experiment how to make fizzing potions with vinegar and bicarbonate of soda. These exciting activities help children to develop positive attitudes to learning.

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

• Staff create a broad and balanced curriculum. The nursery's curriculum is sequenced to build on children's existing knowledge. Staff plan exciting activities to help them target their next steps. For example, children enthusiastically transport their sunflower plants to the outdoor area and plant them in their allotment. Children learn about the parts of a plant and how to care for them. These opportunities help children to have first-hand experiences about growth.
• Children's communication and language are promoted well. Staff help to develop children's communication skills by singing songs, listening to stories and playing with them. Children's joyful singing permeates throughout the nursery. Children are confident communicators and express their wants and needs effectively to their key person.
• Babies and children become increasingly independent. For example, babies feed themselves confidently at mealtimes. Toddlers hang up their own belongings when they arrive. Pre-school children make their own play dough and serve their own food at mealtimes. This helps children to feel proud of the skills they learn and the daily tasks that they can carry out by themselves.
• Children's emotional well-being is promoted well. They learn how to identify and understand their feelings, using the book 'The Colour Monster'. Children discuss how they are feeling each day, using sensory resources relating to the story. Staff support children to develop their emotional resilience. This helps children to understand and control their strong feelings.
• The special educational needs coordinator (SENCo) identifies children with special educational needs and/or disabilities (SEND) and makes referrals to outside agencies. However, the role of the SENCo is not yet fully established. Training opportunities are not focused enough on children's individual needs. Although support plans are in place for children with SEND, staff are not always supported to identify strategies to best support them.
• Parents praise the nursery for the friendly and caring staff. The management team organises 'parent workshops' to support parents and build their knowledge. Recently, the workshops have been focused on life skills and phonics. Parents feel well informed about their children's learning and development. This helps to provide continuity in children's learning.
• Children's physical development is promoted well. They have copious amounts of space to run around. Toddlers practise walking up and down hills in the outdoor space. They wave at their friends as they play parachute games. Children benefit from weekly sports sessions delivered by a sports coach. The sessions help children to develop their ball skills and their hand-eye coordination.
• Children behave well. Staff are positive role models. For example, they explain why children must walk when playing inside. However, during adult-led tasks, staff do not always use clear instructions. This sometimes confuses children and occasionally prevents them from successfully completing activities.

What the setting must and should do next

The provider should:

• provide consistently clear instructions to children, particularly during adult-led activities, so that they fully understand what they need to do
• support staff further to identify strategies to best support children with special educational needs and/or disabilities.