Hyderi Nursery

What is it like to attend this early years setting?

Children arrive at the nursery happily and settle quickly into activities that interest them. They build warm relationships with their peers and adults. Staff support children to understand routines by repeating familiar cues. They use timers to show how much time remains and sing songs to signal when it is time to tidy up. This structure helps children know what to expect and behave well.

Staff embed mathematics in daily play. Children handle money in a role-play shop and talk about how much things cost. Staff help children look at numbers as they weigh ingredients when making slime and talk about 'heavier' and 'lighter'. These experiences spark curiosity in numbers and mathematical language and help children develop early reasoning skills.

Leaders design a curriculum that builds on what children already know and can do. Staff notice what children enjoy and use these interests to plan activities that help them explore all areas of learning. For example, children who enjoy cars are encouraged to explore them in sand, water, and play dough. This helps children who are reluctant to touch different textures to try new materials, supporting sensory development and building confidence. Staff tailor their teaching so every child makes progress and flourishes.

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

• Staff use descriptive language, modelling words such as 'stretchy,' 'soft,' and 'crunch' as children make slime. Staff ask open-ended questions to extend children's vocabulary and encourage them to share their thoughts and ideas. However, on occasion, loud noise levels and interruptions from some staff during group activities hinder other children's ability to listen and fully engage in learning.
• Staff observe children's abilities and provide guidance to help them develop their physical skills. Children move energetically with scarves, balance on blocks and roll cars through tubes, which helps them develop balance. They practise using their hands and fingers when spraying, mixing, and handling objects. This helps children develop control, coordination, and confidence in their movements.
• Staff support children to explore and express their emotions through structured activities, such as identifying feelings in the emotions basket. Staff read stories about how to treat people with kindness and discuss how children can apply this at nursery. Children learn to understand their own emotions, show empathy, and respond thoughtfully to others.
• Children learn about healthy lifestyles through role play and conversations. They explore nutrition by sorting healthy and unhealthy foods, talk about the benefits of different foods for their bodies, and engage in role play to understand self- care. These activities help children develop awareness of well-being and make positive choices.
• Staff identify children with special educational needs and/or disabilities (SEND) early through careful observation and close communication with parents. Staff adapt activities and provide targeted support to ensure all children can participate fully. They work with other professionals to implement strategies that support learning and development. As a result, children with SEND make steady progress.
• Leaders and staff support transitions carefully, helping children feel secure and confident. Children are gradually introduced to new rooms, routines, and adults, with opportunities to meet key staff beforehand. Staff adapt activities and offer reassurance based on each child's needs, enabling children to settle quickly and build positive relationships.
• Children develop independence through daily routines. They hang up their own coats, tidy up and serve their own food. Staff encourage children to try tasks on their own or ask their peers for help if needed. They provide opportunities for children to make choices and manage small responsibilities within activities. However, staff do not always reinforce handwashing, which can reduce children's understanding of good hygiene practices.
• Leaders actively build strong partnerships with parents and the wider community. Parents receive newsletters and attend social events and open evenings to understand learning and support their child at home. Leaders welcome and act on feedback, introducing initiatives such as the online app. Staff explore different family structures, abilities, faiths, and cultures. Diverse resources help children develop respect and an understanding of difference.

What the setting must and should do next

The provider should:

• support staff to minimise the noise and interruptions they make during group activities so that children can hear what is being said and fully focus on their learning
• embed hygiene practices so they are consistently followed by all staff to promote children's understanding of good hygiene.