Tallulah Beau Children's Nurseries - Holderness Road

What is it like to attend this early years setting?

Children are highly motivated to explore the high quality and exciting nursery environments, both indoors and outside. They gain the confidence to ask staff for help when they need some support to master a new skill. Staff are quick to respond to their requests, for example, by helping them balance as they walk along a wooden plank. Children show much pride when they have successfully navigated the plank. They develop a positive image of themselves as capable learners. Staff regularly introduce new resources to extend and build on children's previous learning. Children learn how to use all their senses to understand the properties of different materials and objects.

Children behave really well and show much awareness of other children's needs. They help less confident children, for example, by helping them to pour a drink at snack time. Children say 'please' and 'thank you' without prompting. Staff praise children's good manners and friendly behaviour. They are excellent role models themselves. They promote a calm and respectful ethos throughout the nursery. Children demonstrate much happiness as they play with their friends and staff. Babies thrive in their warm, nurturing environment. They build very strong emotional bonds with their key person.

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

• The recently appointed manager has swiftly settled into her role. She has a strong vision for the nursery, to support the needs of families and the local community. She knows what children need to learn to enable their future success. Staff implement the curriculum effectively as they interact with children. They are good teachers who sensitively guide children's learning.
• Staff encourage children to be increasingly independent. They position furniture strategically so that babies are able to pull themselves up and move around the room. Babies develop the core strength and coordination they need to walk. Older children successfully manage their self-care needs, such as going to the toilet and washing their hands.
• Parents know their children are safe and happy in the nursery. They value the strong, trusting partnerships they have with staff. Parents describe how children have made friends and developed their language skills since attending the nursery.
• Nursery leaders have invested in bespoke resources for children who need additional help to access the curriculum. The special educational needs coordinator for the nursery is passionate about getting the right support for children who may need it. She works closely with parents, other staff and professionals. Children benefit from her expertise in identifying and responding to their specific learning needs.
• Staff support older children's social development effectively, especially at mealtimes. They sit with children at the tables and encourage them to talk to each other. There is a happy buzz of conversations at lunchtime. Children wait patiently until it is their turn to get their lunch. Staff talk to children positively about the food choices they make. The nursery cook prepares delicious, healthy meals that children obviously enjoy.
• Nursery leaders ensure that a range of quality books are always available for children. If children want to have a story read to them, staff are always ready to oblige. However, nursery leaders have not considered the different developmental stages and interests of children during planned story times. This means that some children are less likely to fully engage and develop their knowledge of story language and structure.
• Staff say that nursery leaders support them and promote their well-being. They are given opportunities for their professional development, to enhance their existing skills and knowledge. New staff say that they are helped to settle quickly into their roles.
• Staff are adept at developing children's language and communication skills as children explore the available resources. Children are fascinated as they peel off the layers of leeks and the tiny leaves on sprouts. Staff teach children the names of the vegetables and explain how they are grown for food. Children learn to talk with confidence about these, using the new vocabulary they have learned.

What the setting must and should do next

The provider should:

• consider the different developmental stages and interests of children when planning story times, so all children can fully participate and develop their early literacy skills more effectively.