Hopscotch Day Nursery Eastleigh

What is it like to attend this early years setting?

Children have a good attitude to learning. They enjoy the range of resources that they can freely access, both outside and inside. For instance, children absorb themselves in imaginative play as they mix together mud and leaves to make a 'birthday cake.' They add twigs to the top of their cake to represent candles. Children are supported as they learn to take turns with the resources, and to understand that sharing toys with their friends is kind.

Staff understand how to meet the individual needs of children. They offer new children one-to-one support when they first arrive. This helps them to develop secure bonds, and as a result, they settle in very quickly. Children who speak English as an additional language are well supported. Staff use key words from children's home languages and use them alongside English words.

During mealtimes, children are encouraged to develop their independence skills. For example, older children serve their own food, with guidance from staff. They pour their own drinks and refill the jugs when they run out of water. When staff tell children they can have three pieces of carrot at snack time, they use the tongs to count out the correct number. This helps to support their physical development and their knowledge of mathematical concepts.

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

• The nursery has a strong management team, who implements strategies to prepare children for starting school. They understand the importance of an effective key-person system to help children feel secure. This enables them to fully engage in their environment and make good progress. Children are well prepared for school and the next stage of their learning.
• Generally staff support children with their communication and language. They use Makaton with children to enhance their communication and ability to express their own needs. However, on occasion, staff do not effectively use routine times of the day to support children's language skills. For example, during nappy changing times, staff do not make the most of these opportunities to initiate conversations with children to help them practise communicating.
• The management team has recently introduced professional development days to help staff with their training and development. This enhances the strength of the team and builds on their professional skills. For instance, staff learn about child development and autism, which helps to raise the quality of teaching. This contributes towards children making good progress during their time at nursery.
• Staff have a good understanding of how to meet the needs of children with special educational needs and/or disabilities (SEND). As a result, they are able to apply effective strategies to support children with SEND with their learning and development. This shows that staff provide an inclusive curriculum which is ambitious for all children.
• Children are prepared for life in modern Britain. Staff incorporate inclusion and diversity within the curriculum. They celebrate the different cultural backgrounds and the rich diversity within the nursery and the surrounding area. For instance, staff take children on outings to the local care home, library, church and park. This helps children to develop a sense of self and gain an understanding of the world around them.
• Children learn about healthy lifestyles. For example, a dentist visited the nursery to teach children about the importance of oral health. Children were given toothbrushes and toothpaste to take home to encourage them to practise cleaning their teeth outside the setting. Children are provided with a range of balanced and healthy meals throughout the day. This helps children to learn about the importance of healthy eating.
• Parents consistently report that they are extremely happy with the nursery. The management team and staff are very welcoming and communicate effectively with them. They are informed about their child's progress and are given suggestions on how to support them at home with their next steps. Parents and staff work together to decide what they would like children to learn next. This helps to build on parent partnership, and enables them to be included in their child's learning and development.

What the setting must and should do next

The provider should:

• enhance interactions between children and staff, particularly during care routines, to fully support their communication and language skills.