Sandhills Day Nursery

What is it like to attend this early years setting?

Children are curious and eager learners. They explore the natural world through tending to the flowers they have planted in the garden. Staff teach children about the life cycle of plants, as they encourage children to plant seeds, nurture them and watch them grow. Younger children love exploring the soil that has been prepared for growing vegetables. They develop their imaginations as they use trucks to transport the soil around the garden. They hear new language as staff encourage them to 'scoop' the soil with their diggers.

Older children's learning is extended further, while still enjoying the gardening focus. They work with staff to follow a set of written instructions to make mud pies. Children are challenged by staff to find some mint from a selection of herbs. They hear the repeated 'M' sound and then successfully find the matching letter to name the mint. Some children remember what they have previously learned and identify the mint by sight. Children add to their vocabulary as they repeat the word 'coriander'. They develop their dexterity as they safely use scissors to snip the herbs and add them to their pies. Finally, they add water. Staff use this opportunity to teach children about quantity and help children to develop their mathematical knowledge. Children are given a marked jug to use; they are encouraged to carefully fill it and identify when it is half-full.

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

• The management team recognises the diverse community in which the setting is situated. It works effectively with relevant organisations to meet the different needs that children and families have. Staff make links with translation services to communicate with families who do not speak English. They work closely with the appropriate services to support families who need additional help. This means that all children can access the early education that they are entitled to.
• Children with special educational needs and/or disabilities (SEND) are progressing well in their learning and development. Parents say that their children with SEND have access to community provisions and the services they need because they attend the nursery. Staff tailor the curriculum to ensure children with SEND are able to participate alongside their peers. Staff sometimes need support to do this with confidence. However, the management team has introduced effective strategies to support the development of less-confident staff's practice.
• Managers have considered what they can do to offer a broad range of experiences to children. They explain they want children to move forward in their education and beyond with an enriched set of skills and knowledge. Staff ensure children are supported to participate in new activities using additional funding. For example, children enjoy joining in with ballet lessons and some additional sports coaching.
• The management team has a clear vision for what they want children to learn. Overall, staff use effective teaching methods. However, at times, staff lack the knowledge and refinement that they need to make all learning experiences as purposeful as they could be for children. This is notable during routine activities, such as lunchtime and some general play activities. During these times, children's learning and development are not extended as much as they could be.
• Staff are alert to children's changing care needs throughout the day and respond quickly when children need comfort or reassurance. However, at times, children's individual key persons are not always at the forefront of the care being given. For example, some children become unsettled when a less-familiar member of staff changes their nappy.
• Staff use encouraging strategies to shape children's positive behaviour. They work in close partnership with parents so that strategies are tailored to children's individual needs and are consistent with what they are learning at home. Children are motivated to make a positive contribution as they are rewarded with tokens. This helps them to develop a sense of achievement and learn to behave well.

What the setting must and should do next

The provider should:

• continue to mentor and coach staff so that they build confidence and can fulfil their roles with increased ability
• strengthen staff's knowledge regarding what they want children to learn from routine daily activities and how they can provide further support, particularly during lunchtime routines
• refine the key-person system so that it is fully effective in meeting children's individual care needs.