Hucknall Day Nursery Ltd

What is it like to attend this early years setting?

Children enjoy learning from staff, who have a strong focus on making them feel at home. Babies spend a long time, for their age, listening to stories. Staff develop children's love for books from a young age. They make babies laugh as staff make monkey noises and ask them to tickle the lion's belly. Children have built secure bonds with staff, who show them lots of care. They show that they feel safe as they are confident to share toys with new people. Babies cuddle staff when they feel unsure.

Children show the desire to learn new skills from staff, who praise them regularly for their achievements. Babies have a go at using paint stamps to make marks on paper after being shown by staff. They continue to try until they are successful, encouraged by staff who frequently ask children to have a go on their own. Staff say 'good girl' when children learn to walk while holding hands to keep their balance. Babies develop good physical skills for their age.

Children learn manners from staff, who are good role models. For example, staff ask children to 'please' use their spoon to eat.

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

• Leaders reflect on the quality of practice and think about children's development when making improvements. For example, they think about children's needs when identify training for staff. They identified that the COVID-19 pandemic had an impact on the well-being of some staff, children and their families. Leaders sent staff on training to enable them to offer support for people's well-being if required.
• Staff support children to learn about behaviour expectations well. They ask babies to use 'kind hands' with their friends. Babies listen to instructions from staff well. Staff encourage good behaviour from children as they say, 'that is so kind'.
• Leaders have clear thinking on the skills and knowledge they want children to gain across the areas of learning. They have thought about how to tailor support in each room at the nursery so that children's learning is sequenced well. Leaders identified that the pandemic had an impact on children's independence skills. They worked with local schools to identify key independence skills children need to gain while at the nursery.
• Staff provide lots of opportunities for children to develop their independence. Babies have a go at wiping their own noses before staff help them. They learn to feed themselves using a spoon. Children develop good independence skills.
• Parents are happy with the care provided by staff. They like the home-from-home feel and that children enjoy going to nursery. Parents think that communication from staff is great. They receive updates on 'golden moments' when their children learn new skills. Parents say staff give them ideas on how they can work together to support children's learning at nursery and at home.
• Staff support children to develop their skills in all areas of learning. However, sometimes, staff do not think enough about how they can support individual children's needs during the learning they plan.
• Leaders use additional funding well. They use information from parents and staff, so they are clear on children's interests and progress. Leaders use funding to provide enjoyable learning experiences that are linked to what children need to learn next.
• Staff support children's communication and language development well. They help babies understand the meaning of words by singing songs with actions. Staff repeat single words as children play, such as 'shake, shake, shake'. They sit on the floor so children can see their mouths to learn how to say new words. However, sometimes, staff talk too much without giving children enough time to practise speaking for themselves.
• Leaders and staff use their thorough knowledge of children to widen their learning experiences. They help children learn about their own and other children's cultures. For example, babies taste food from other countries, such as China.

What the setting must and should do next

The provider should:

• develop staff understanding of how to better support each child's individual needs in the learning that they plan
• improve consistency of staff interactions so that children can develop their communication skills even further.