Mi Nursery Hazelwood

What is it like to attend this early years setting?

Children are welcomed into the nursery by friendly staff. They are greeted in their home language to help children settle and separate from their parents. Children confidently hang their coats up and hurry into the playroom. They quickly interact with the range of activities that have been carefully prepared for them. Staff create a range of learning experiences for children that are based on their bi-weekly book theme. Children recall learning from the story that they have been reading as they play with other resources, such as dressing up as the characters. They show high levels of self-esteem as they speak up during group time. They clap and cheer for their friends when they get the answer right. Staff create close bonds with children and get to know them well. This enables staff to identify any gaps in children's learning quickly. Staff work with external agencies and implement plans to help children with special educational needs and/or disabilities continue to make step-by-step progress. All children are taught new skills, and staff help them develop positive learning attitudes. This enables children to join in meaningfully with the activities on offer.

Children's behaviour is thoughtfully managed. Staff recognise when children struggle to regulate their feelings or when they become disruptive. They use consistent techniques to help children regain focus and stay calm during play. Children know the routines of the day well and cooperate with gentle instruction from staff. They share, take turns and wait patiently to chop their fruit at snack time. Children chat among their peers and listen to each other's stories from recent holidays. This demonstrates a good level of social skills and respect from children. The atmosphere is happy and bustling with conversation.

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

• Leaders create a sequenced, ambitious curriculum and know what children need to learn, in order to reach their full potential. Although staff plan interesting experiences that support all areas of learning, their teaching skills are not consistently supportive in helping all children make the best possible progress. For example, when children complete tasks with ease, staff do not consistently recognise or know how to build on what they already know and can do. This means that, occasionally, some children do not learn any new skills during some activities.
• Parents are happy with the care their children receive at nursery and know their children are settled when they attend. Although staff have trialled a range of techniques to engage parents in their children's learning, they have not consistently been successful. This means that some parents are not sure what their children need to learn next and how they can help support this development at home.
• There is a strong emphasis on helping children's communication and language skills in this nursery. Staff model clear, new words to children, such as 'title' and 'author', when they read stories. Additionally, staff point to items and repeat words back to children, helping them hear and understand English vocabulary. This is particularly useful for those children who speak English as an additional language. Children become confident talkers.
• Staff teach children a range of mathematical concepts during play and allow children time to practise and experiment with these skills. For example, children measure a giant they have drawn on the floor and compare the lengths of his tie. Younger children count and stack items. They begin to gain an awareness of shape and numbers. Additionally, children stand on numbered spots when they line up to help them continue to think about quantities.
• Children have opportunities to be active throughout the day, both inside and in the outdoor area. Staff encourage children to join in with action songs at different stages of the daily routine, such as tidying up or the morning wake-up dance. Furthermore, staff help children take care when climbing on equipment and encourage them to slowly bounce on the see-saw. This helps children keep themselves and others safe.
• Leaders have good links with the community and help children experience new activities to deepen their understanding of the wider world and diversity. Children go shopping on the bus, and staff plan a range of activities that are linked to children's own cultures. Children bring clothes or special items into nursery. This helps children feel proud of their heritage and be respectful towards their peers' traditions.
• Staff are happy, and they feel valued in their roles. Leaders support staff to complete training that keeps their knowledge up to date and regularly observe staff to highlight good practice. In return, staff are confident and enthusiastic in their roles. Children have positive experiences with staff and feel valued within the evolving nursery team.

What the setting must and should do next

The provider should:

• support staff more effectively, in order to help them build on what children already know and can do, ensuring the best outcomes for all children
• work more closely with parents to help them understand what children need to learn next and how to help continue this at home.