Honey Pot Nursery (Childwall)

What is it like to attend this early years setting?

Children are warmly welcomed into the stimulating and nurturing environment. They receive warm welcomes from friendly staff as they arrive to begin their day. Staff provide a wide range of enriching activities that thoughtfully build on each child's existing knowledge and skills. This strong foundation enables children to feel secure, valued, and confident in their learning. Children show their confidence as they freely explore the resources and learning experiences independently. Children behave well. Staff use daily routines to encourage children to share, take turns and use good manners. Children enjoy their time outdoors. Staff plan enriching experiences for children's enjoyment and learning. For example, children explore shapes within the clouds as they paint pictures, looking through the mirror at the sky.

Leaders and staff carefully plan and implement a bespoke curriculum that promotes purposeful learning across all areas of the early years foundation stage. They introduce new themes and concepts through thoughtful, hands-on experiences. For instance, children develop an understanding of money and its value by visiting the local supermarket and buying their own resources. This makes learning both relevant and engaging. Staff plan for children's individual needs and ensure that every child, including those with special educational needs and/or disabilities (SEND), receive the targeted support they require. All children make consistent and meaningful progress from their starting points.

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

• Staff have a strong understanding of all children and their family. They closely monitor children's progress and quickly respond to any emerging difficulties. When challenges arise staff adapt activities to support children's individual needs. Early intervention is a key focus. Staff work closely with external agencies to secure the support needed. All children, including those with SEND, are able to make progress from their individual starting points.
• Overall, teaching is good. Staff demonstrate a deep understanding of how children learn at different ages. They introduce new concepts in engaging ways. For example, children explore the texture and structure of real-life objects, such as seaweed. They learn how its gas bladder helps it float. Although children enjoy the activities on offer, at times, staff do not always notice and respond to teaching opportunities during children's play to extend their learning to a higher level.
• There is a sharp focus on building children's speech and language skills. Staff support children's thoughtful conversations, reminding them to take turns and listen to their friends. They take time to listen to what children say and provide opportunities for them to respond. This helps children to become confident communicators.
• Children explore the world around them through a variety of themed activities. Staff use books to look at different flags and discuss the different countries that children visit for their holidays. Children are introduced to different cultures by sampling diverse dishes from specially adapted menus. For instance, they enjoy paella for lunch, while listening to traditional Spanish music. This helps children to develop an understanding of the world around them.
• Children learn self-care skills. They wash their hands before snack and lunch. Staff praise children for doing this, which promotes their positive self-esteem. Staff ensure mealtimes are social occasions where children benefit from freshly cooked meals. Children sit in small groups and staff teach children how to use cutlery. This helps children develop healthy lifestyles and personal hygiene routines.
• Parents share their positive thoughts about the nursery. They feel well informed and involved in their children's learning and development. Staff forge effective partnerships to continue children's learning at home. They provide age-appropriate home learning packs and work with parents to support effective toilet training routines. This consistent approach to teaching ensures children are well prepared for the next stage of their learning.
• Training and development are a key part of ongoing professional development. Staff access a wide range of opportunities to enhance their knowledge. Leaders bring settings together to learn, develop and share best practice. Staff work together to suggest ideas to enhance the curriculum further. For example, staff working with under-twos have recently completed training on supporting physical development skills. They shared their learning and helped plan an activity where younger children practise large movements while painting outdoors. This helps to promote positive outcomes for children.

What the setting must and should do next

The provider should:

• improve staff's skills in identifying when children's learning may be extended using well-timed interactions and probing questions.