Mill Hill Childcare

What is it like to attend this early years setting?

Babies and young children have enormous fun as they play and learn. They enjoy a wide range of highly stimulating activities. For example, children use their senses as they sniff lemons, taste their sharpness and feel the 'bumpy' skin of the fruit. Staff model squeezing lemon halves until the juice drips onto their hands. They talk to children so that they understand what to do. Staff encourage children to keep trying. Toddlers copy staff's actions and do not give up until they succeed. This practice helps children to develop strong hand movements in preparation for making marks and early writing. Children are proud of their achievements and beam with happiness.

Children's speech and language development are a high priority. Staff introduce new words such as 'yellow', 'juice' and 'squeeze'. Children repeat these and staff add one new word to children's contributions to help extend vocabulary. Babies babble enthusiastically as staff listen carefully. Staff allow children plenty of time to speak and they respond thoughtfully to children's ideas.

Children are happy to see their key person and leave their parents and carers at the gate with ease. All children benefit from frequent cuddles and warm praise. Staff greet children with great kindness. They say every child is 'loved' at the setting. This deeply nurturing approach extends to the whole family. Staff have taken extraordinary measures to support families throughout the COVID-19 (coronavirus) pandemic. One example is when they set up a 'Bee Kind' project to link families to each other and their community through social media.

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

• The headteacher of the maintained nursery, of which the setting is an integral part, expertly leads a knowledgeable, committed and passionate team. Managers set aspirational targets for themselves and staff. All staff are reflective and dedicated to securing the best possible outcomes for each child. They work hard together as a team to ensure that the setting welcomes and values all families.
• Staff provide tailored settling-in arrangements to help children feel secure from the start. They involve all children effectively and know them very well. For example, staff use story time under the apple tree, rather than indoors, to read much-loved books to very young children who prefer to learn outside. Children excitedly recognise familiar pictures, point to animals and copy the sounds they make. Staff joyfully use singing to help children join activities, such as at snack time. They support children's emotional well-being to help them move smoothly onto the next stage of their learning in the nursery.
• Staff use children's interests to plan their specific learning and development needs. They expertly help toddlers to build on what they already know and can do. For instance, when staff remind children about their recent planting activity at the allotment, toddlers decide to fill watering cans to tend herbs in the garden. Children carefully pour water into the cans and carry these without spilling the water. This demonstrates that they remember new skills, think creatively and solve problems. Staff know when not to intervene so that children can freely investigate the rich, safe and motivating environment.
• Staff develop children's independence well. For example, babies feed themselves using their fingers and spoons confidently. Children choose favourite books, turning pages carefully. Babies cruise around furniture and hold out their hands to staff to practise their early walking skills. Staff are wonderful role models. They are respectful to each other, parents and children, and use excellent manners at all times. Children's behaviour is exemplary for their age.
• Very well-qualified, experienced staff accurately identify when children need support and guidance. They plan meaningful activities to help close any learning gaps swiftly. Managers work closely with other professionals to secure support. As a result, all children, including those with special educational needs and/or disabilities, make rapid progress in their learning and development.
• Staff work closely in partnership with parents who are kept well informed through a range of media. Daily information is shared between parents and the setting. Parents say that they understand how to support children's next stages in learning. They have frequent access to planning and learning records. Staff share leaflets that illustrate ideas for children's activities at home. Parents comment that they are fully involved in their children's development. Parents value the time that children spend outdoors in the fresh air and visiting the community, such as the park and their local 'secret garden'.
• The management team prioritises staff's well-being. Staff benefit from regular supervision meetings. All new staff have mentors to provide guidance and advice. The comprehensive training plan is continuously updated and evaluated. For instance, managers identified communication and language, and attachment needs as priorities for all children. Staff use refreshed knowledge in these areas to support children's excellent progress.