Howden Pre-School

What is it like to attend this early years setting?

The setting maximises its location, focusing children's learning on the environment, nature and growing. Children learn about growing their own fruit and vegetables and the life cycles of insects. Staff talk to children about the butterflies they have released into the sensory garden and relate them to activities. Children benefit from outings within the community. Visits to a local care home enable children to interact with older generations as they learn new songs and spend time drawing with them.

Children are excited to enter the nursery, where they are greeted warmly. A strong key-person system enables children to form strong bonds with the adults caring for them. Nurturing and caring relationships give children reassurance and feelings of security.

Children are confident and eager to explore the enticing activities available. Staff use 'in the moment planning' to follow children as they explore the environment and the wide range of exciting resources. They quickly respond to children's developing interests and adapt the curriculum accordingly. Leaders monitor the effectiveness of the curriculum by tracking children's progress. Staff are quick to identify children's next steps in their learning and work with parents to ensure they are fully informed about their children's development. Managers and staff understand how children build on their skills as they move through the nursery. They know what children can do and what they are working towards. Consequently, children make good progress in their learning.

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

• Staff support children to develop their language well. They use singing and story times to introduce new words and encourage the less confident children to speak during circle time. Young children enjoy the repetition of the songs and follow the actions as they develop their babbling skills.
• Staff give children a range of opportunities to develop physically. There are activities to encourage fine motor skills, such as dough making and arts and crafts. The outdoor area provides equipment to enable children to build on their gross motor skills as they walk over the apparatus and along the sensory path. They practise their balancing abilities and manage different levels and surfaces in the outdoor area.
• Children have numerous opportunities to practise their early writing skills. Throughout the nursery there are opportunities for children to 'do their work'. Staff recognise where children enjoy learning and encourage children to access the easels to paint outside.
• Staff provide children with the skills to manage any conflicts with their friends.
• They work to resolve any minor squabbles. Children know about being kind to their friends and sharing. They learn about turn-taking as they roll the ball back and forth to each other. Behaviour is good in the setting and children know about showing empathy. However, staff do not always explain to children about why some actions are not required.
• Staff teach children about staying healthy as they remind them about germs and washing their hands and about what foods are healthy. However, the menu provided in the setting, although varied and including a range of fruit and vegetables, uses an over-reliance on processed products.
• Independence is encouraged throughout the setting. Children have access to their own boxes containing their belongings and are able to put on their coats and shoes with minimal support. Staff encourage children to persevere with pouring their own drinks using the small jugs. Children wash their hands before lunch and after messy play.
• Staff enable children with special educational needs and/or disabilities to make progress from their starting points. The special educational needs coordinator is passionate about providing appropriate interventions. Staff use support plans to assist them in their work and guide their practice. They use visual aids to support children to know about the routine of the day and give objects of reference. This enables children who have difficulty communicating to make their needs known to staff.
• Parents are extremely happy with the care and education provided by staff. They appreciate the regular updates regarding children's development and the monthly newsletters. Parents feel that the support staff give to them and the children is fabulous. Parents benefit from the ideas to extend children's learning at home.
• Staff work in partnership with other settings that the children attend. They share information, with consent from parents, to ensure all professionals are supporting children's development appropriately.
• Managers critically reflect on the setting, seeking feedback from others to inform their findings. They accurately evaluate the strengths and weaknesses in their provision and take appropriate action. They support staff to identify specific training beneficial to their roles and the children they work with.

What the setting must and should do next

The provider should:

• improve children's understanding of why we do things, giving explanations, so they are able to think of ways to keep themselves safe independently
• review food given to children to minimise the use of processed products.