Speckled Hen Day Nursery

What is it like to attend this early years setting?

Children arrive happily and are warmly greeted by friendly and nurturing staff. Children are eager to enter this setting, which provides a home-from-home atmosphere. Staff liaise closely with parents to find out about children's individual needs and work diligently to offer a consistent approach for children. Staff are very alert to children's care needs and are quick to offer a reassuring hug if a child is a little upset. Children have built secure attachments with staff. For example, they giggle with delight as they play hide and seek together. Children demonstrate that they feel safe and secure in the care of staff.

Staff have developed a curriculum that engages children through their interests and supports them towards their next stages in learning. For example, staff collect resources, plan activities and read stories that help children to understand their current interests. Children are active learners and are eager to explore their surroundings.

Staff are positive role models and help children to understand routines and boundaries. For example, children aged two years are able to gather carpet mats together as they sit on the floor and then put them away again. Staff offer constant praise and encouragement and celebrate children's achievements. Children are happy to share resources and demonstrate good listening and attention skills. Children's behaviour is very good.

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

• The curriculum supports children to develop skills in all areas of learning. For example, younger children draw marks in wet sand, while older children draw figures complete with facial features. However, opportunities for children to practise mathematical skills independently as they play are not always considered. This means that children are not always able to explore and build on their understanding of mathematical concepts.
• Communication and language is supported well. Staff encourage children to sing a variety of rhymes every day, such as the 'hello song' and songs about the weather. In addition, staff read stories, teach children new vocabulary and ask older children questions. This allows children to recap on their knowledge and build their communication and language skills. Children are able to express their needs and are confident to make their own choices.
• Healthy lifestyles are promoted. Children enjoy freshly made meals and access the outdoors every day. However, although children enjoy being outdoors, staff do not always plan children's learning in the same depth as they do indoors. This does not support children who prefer to learn in the outdoor environment.
• Staff plan opportunities for children to take part in experiences in the local community. For example, children enjoy visiting a local café to buy a drink and visit the fire station to meet fire fighters. Staff teach children about personal safety, such as staying safe when accessing the internet. Children are developing an awareness of personal safety.
• Partnerships with parents are good. Staff share regular information with parents and invite them on outings with children. They have recently implemented a home learning library to support home learning, which has been successful. Parents say that staff create a nurturing environment and that they are genuinely passionate about fostering child development. These partnerships help to provide a consistent approach for children.
• Partnerships with other professionals are well established. Staff from local schools are invited into the setting as children prepare to leave for school, which helps children to transition. Staff work closely with wider professionals to support children with special educational needs and/or disabilities. Through assessment, they identify when children may need support and put strategies in place to narrow any gaps in learning. These partnerships help all children to make good progress.
• Senior leaders are very supportive of staff and encourage them to progress in their career. Training has a positive impact for children. For example, staff have recently attended training on promoting communication. They have incorporated resources such as puppets and musical instruments to encourage early speech. Staff share the same vision for the setting and the children in their care.

What the setting must and should do next

The provider should:

• develop the curriculum for mathematics, so that children are able to test out their ideas and enhance their mathematical knowledge
• strengthen outdoor learning opportunities, in order to support children who prefer to learn outdoors.