Nazareth House Day Nursery

What is it like to attend this early years setting?

Children enjoy coming into nursery each day and are greeted with a warm welcome from staff. They manage their feelings effectively and show care and compassion towards each other. Older children ask friends how they are feeling, while babies gaze at each other and reach out to touch hands. Relationships between children and staff are positive. Staff focus their teaching on communication to support children's return to the nursery following the COVID-19 pandemic. As a result, children are confident to express their ideas in social situations.

Children follow clear boundaries and routines and are well behaved. They choose which activities they would like to join in with, which increases their motivation for learning. Staff have high expectations for all children, including those who require extra support. Children benefit from plenty of opportunities throughout the day for fresh air and exercise in the extensive outdoor space. They make regular trips to the adjoining woodland area to explore a range of exciting activities which support their knowledge of the world. Children show great enjoyment when searching for mini-beasts and building homes for them using various containers, sticks and leaves. They can problem-solve and link ideas. For example, when one child says she is cold, another one suggests they play in the sunshine where it is warmer.

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

• Children have many opportunities to learn about the natural environment and all living things. They have access to an extensive outdoor space which includes an orchard. This gives children hands-on experiences as they learn about different apples and how they grow on trees.
• The nursery benefits from strong links with the residential care home, which is located within the same grounds. Before the COVID-19 pandemic, children visited the residents regularly to do craft activities and singing sessions. More recently, they have benefited from outdoor experiences, such as gardening and planting, with the residents. This experience has helped children to rekindle their special relationships with the residents.
• Children are developing their independence skills in preparation for life. During mealtimes, babies quickly progress from bottles and beakers as they learn to drink from open cups. Older children use cutlery correctly, put on their own coats and follow the self-registration system.
• Children are encouraged to manage their self-care needs. They are beginning to learn that they wash their hands to get rid of germs. However, babies occasionally suck resources which have been on the floor, which goes unnoticed by staff. This poses a risk of cross-contamination.
• Parents are very happy with the communication and support they receive from the staff. They feel reassured that their children are content and settled. Parents recognise the progress their children have made while attending the nursery. For example, they say that their children have improved their confidence and developed their communication skills.
• Staff teach children the nursery's core values, such as respect and patience. As a result, children learn how to take turns with favourite toys. They respect and value the differing needs of their friends. This helps to prepare children for future citizenship.
• Leaders have focused well on organising the curriculum, so it is ambitious for all children. This helps children to gain lots of knowledge and skills. However, leaders have failed to notify Ofsted of a change to the manager. This is a legal requirement. However, the impact on children is minimal.
• Older children enjoy many opportunities to run, climb and ride wheeled vehicles. However, staff do not consistently support babies who are new to walking. Babies tentatively take steps, but they lose confidence when they step on toys or encounter obstructions. This means that, at times, children's physical development is hindered.
• There are appropriate transition procedures to ensure children enjoy smooth transitions to new group rooms and eventually to school. Children visit their new room with their key person until they have confidence to explore alone. Staff share information about children's backgrounds and developmental starting points to ensure they are well supported.

What the setting must and should do next

The provider should:

• encourage staff's continuous monitoring of the spaces available for the youngest children to practise their walking and develop their physical skills
• strengthen the consistency of hygiene practices, to support children's understanding of the links between good hygiene and good health.