Stanley's at Biddick Hall & Whiteleas

What is it like to attend this early years setting?

Children are very happy in this caring and friendly nursery. Two-year-old children settle quickly. They show this as they sit with their key person, looking at books. Children who are new to the nursery value the cuddles and constant reassurance their key person gives them. Parents speak very highly of the caring and nurturing staff. They think they are knowledgeable and friendly. They feel that staff support them well and listen to their concerns, going above and beyond to help children to settle.

Children concentrate well. For example, young children thoroughly enjoy pouring water onto a water wheel and watching it spin. They become captivated as they realise how they can fill a bucket with water. Staff have high expectations for what children can achieve. During the inspection, children begin to develop their listening skills. They learn how to identify the sounds of objects, such as coins or the rustle of crisp packets, even when they cannot be seen. Children are safe in the nursery. Staff are alert and remind children how to use resources safely. Children enjoy throwing soft discs. They know that they must keep away from their friends, when throwing them, to prevent accidents.

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

• Staff go above and beyond to provide experiences for children outside of their normal experiences. For example, they provide a forest park and a lending library, as there are no parks or libraries accessible to the children.
• The nursery staff are constantly changing and evolving how they work. An example of this is the introduction of a breakfast club, to ensure children have a healthy breakfast before they start. Staff work with a local supermarket to source food, as not all children have time for breakfast before they leave home in the morning.
• The manager uses funding effectively to help children make good progress. For example, staff have bought resources to strengthen children's physical skills, helping children to catch up in this area of learning.
• Children behave well. Staff have clear behavioural expectations, which they take time to explain to children. For example, they tell children that while they can run outside, they still need to be careful that they do not hurt themselves or others. Children respond well to phrases, such as 'stop hands', and eagerly tidy up.
• Children develop a love of books. Two-year-old children listen intently to a story about a witch. Staff read with excellent expression and help children to become fully involved in the story. They take time to listen to children as they talk about what they would like or dislike. This supports the development of children's language and literacy skills.
• Staff know children extremely well. They have clear plans for what they want children to learn next, and this is successfully put into practice. For example, staff take time to work alongside children, modelling play strategies, such as filling and emptying. Staff know children's interests and use this as a starting point for future learning. This helps children to engage in their learning.
• Staff have a strong relationship with parents overall and use a range of strategies to engage them. Staff use home visits to meet children and families, and to find out information about children's likes and dislikes. However, these home visits are not always used effectively to gather detailed information about children's learning. Sometimes, this is not sufficiently thorough enough to consistently highlight where children may need further support. On a small number of occasions, there are short delays in getting children the help they need, while staff get to know children.
• Children with special educational needs and/or disabilities are supported well. Staff work well with a range of professionals. They are highly skilled at putting the appropriate support in place, when children's needs are identified. For example, they introduce appropriate interventions to help children develop their spoken language.
• Staff feel that the manager supports them extremely well on a personal and professional level. They value that they can always talk to her. The manager monitors staff's practice and highlights areas for development. However, this is not yet sufficiently detailed enough to highlight all minor inconsistencies in practice.

What the setting must and should do next

The provider should:

• improve the way in which information is gathered from parents during home visits, to meet children's individual needs even more effectively
• strengthen the monitoring of staff, to identify and address all minor inconsistencies in practice.