Horsham Nursery School Under 3's

What is it like to attend this early years setting?

Children and their families receive a very warm welcome from leaders and staff upon arrival. Staff are nurturing and show great kindness to children and their families. This enables children to feel safe and secure in their nursery environment and to settle quickly and develop strong relationships with others. Staff support children's understanding of what is happening next by using their interest in pretend play. For example, when coaxing a baby to be ready for a sleep, they help the babies to set out their teddy bears. They lie them down in the cosy corner, and babies show that they understand that, after a sleep, they wake up and return to their play.

Children receive lots of praise for their efforts. For example, when babies show their new-found skills, such as when they stand without holding on, staff vocally praise them. Babies relish the warm embrace they receive and respond by hugging staff in return. This boosts children's confidence and self-esteem. Leaders support staff to have secure ambitions for all children, including those with special educational needs and/or disabilities. They have aspirational goals for children to achieve before they move on to the next age group room. This enables staff to plan challenging and purposeful experiences, which they base upon what children need to learn next, incorporating their current interests.

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

• Leaders have a secure understanding of how to plan a curriculum that reflects what children need to learn next. They know how to assess the quality of staff's interactions with children. They recognise the importance of providing feedback in a supportive manner to further increase staff's practice. This in turn improves the quality of experiences that staff provide for children.
• Key persons understand children's care and development needs and what children need to learn next. There are clear systems in place for staff to be aware of children's next steps. This enables them to make effective use of their interactions with children to enhance learning.
• Children relish times for messy play. Babies delight in exploring the shaving foam and paint, learning how it feels to touch. Toddlers use their senses as they explore play dough, smelling the cinnamon, star anise and clementine peel. This enhances their creativity and sensory development.
• Children have group story times and singing sessions. They choose an item from the song bag and then sing a song linked to this. However, sometimes, these sessions are interrupted or are not fully engaging for all children. This does not enhance children's concentration skills even further.
• Toddlers enjoy pretend play and making meals. They know to turn on the hob and to use the oven glove when taking a saucepan off the oven. This shows that they can recall information and re-enact aspects that they observe.
• Children react with excitement when they learn new things. For example, when staff show children how to blow through a straw, they smile with glee at how it feels on their faces. Children then attempt to copy the action, building their ability to learn and practise new skills.
• Children are learning about their emotions and how to regulate their feelings. However, staff do not consistently provide a simple explanation about the possible consequences of their actions. This does not help children to fully understand and regulate their behaviours.
• Children enjoy demonstrating their small-muscle skills. For example, they cut sticky tape with scissors to secure the wrapping paper around the Christmas presents. Under direct supervision, during forest school activities, children use real tools, such as a hand drill to make Christmas tree decorations. This challenges and extends children's dexterity.
• Leaders and staff foster effective relationships with children and their families. Staff get to know parents and are therefore able to offer support and reassurance when needed. Parents report that they can see great development in their children's confidence and speaking skills. They comment that the nursery is 'wonderful' and that they 'can't recommend it highly enough'.
• Leaders fully value their staff and ensure access to training, to enable them to gain professional qualifications. Additional training always has a clear rationale and is specific to meet children's needs. Staff report how leaders offer valuable support for them to be effective in their roles and ensure their well-being.

What the setting must and should do next

The provider should:

• revise group and key times of the day to strengthen children's engagement in the learning experience or activity
• strengthen staff's understanding of the importance of explaining to children about the consequences of their actions.