Hopespring Nursery

What is it like to attend this early years setting?

Children happily enter the nursery at the start of their session. They confidently join the group and the activities that are taking place. Managers and staff have a clear understanding of how to keep children safe within the nursery and while on outings. Staff support children's understanding of risk, such as teaching them how to keep safe on climbing equipment. Staff develop children's confidence in using such equipment. This gives children the determination to have a go and helps them to develop positive attitudes towards their learning.

Children have opportunities to explore the local area, for example, they go on walks to the park and library. Visitors, such as a local story bus, visit the setting to read to children. This helps to develop children's enjoyment for books. Staff understand the community they serve extremely well.

Staff plan a range of activities to support children's learning. The nursery values are deeply embedded. Children learn about a range of Islamic traditions and other faith's celebrations. Children make good progress throughout their time at nursery. Staff have high expectations of children's behaviour. There are golden rules in place that children are reminded about through discussions at group times. Children are given warnings before they are expected to tidy up. This gives children time to conclude their play.

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

• Staff guide discussions to support children's communication and language. For example, staff explain what things are made of and use a range of descriptive words. When asked, staff explain the climbing frame is made from wood and it feels 'rough' to touch. Staff immerse themselves in children's imaginative play, which helps to develop children's communication and language skills further.
• Staff are keen to provide older children with the support they need so that they are well prepared for their move to school. Children learn a range of self-care skills for example, helping them to become more independent. Children are provided with their own writing books and pencils, which they own and use with pride. They enjoy learning to write their name. However, activities that teach older children early phonics skills do not reflect their stage of development. Some are not yet ready for this learning. Similarly, activities do not consistently reflect how children will learn phonics in school.
• Children's achievements are celebrated. For example, children receive a sticker at the end of the session. They receive specific praise on what they have done well, such as 'good tidying'. Children's achievements are also celebrated through a `Star of the Week'. This gives children a sense of achievement and makes them feel proud.
• Staff know children very well and complete regular assessments to ensure children are making good progress. Staff use these assessments to inform the planning of activities. Activities are fun and engaging with clear learning outcomes. However, at times, the activities provided are not well adapted to allow individual children to effectively build on what they already know and can do. The prevents some children from making the best possible progress.
• Parents speak highly of the setting and have formed good relationships with staff. Parents say that they are aware of what their children are working on and are provided with ideas of how they can support them further at home. Parents are kept well informed through messaging services and newsletters. The nursery provides additional information to parents, such as on healthy lunch boxes.
• Routines throughout the day are well organised to ensure children fully understand what is coming next. Visual timetables are used to support children, especially those with limited language skills and who speak English as an additional language. Since the last inspection, the nursery has made improvements to the outdoor area. Children are able to learn effectively outside, where they are engaged in learning.
• Leaders and staff are reflective of their practice and always looking at ways in which they can improve. Staff have access to a wide range of training and say they feel well supported in their role. Training ensures staff's knowledge remains current and up to date.

What the setting must and should do next

The provider should:

• develop the knowledge of staff to ensure that any activities aimed at developing children's phonics skills are appropriate to children's individual stage of development
• develop the planning of activities to focus more closely on what individual children need to learn next so that all children make the best possible progress.