The Heatons Preschool And Day Nursery

What is it like to attend this early years setting?

Children form very strong attachments with their key persons, which supports their emotional well-being extremely well. Children's communication, language and literacy skills are particularly good. Staff build on children's language skills effectively as they foster a love of books and reading in every room. Staff use sign language and clear speech extremely well to help all children to develop their listening skills, understanding and vocabulary. Babies show they know how to sign when communicating with staff. Staff model single words with babies and they repeat the word. Younger children progress using short sentences, telling the visitor 'saw a aeroplane'. Older children use more complex sentences to plan and explain what they will do next. Staff have high expectations for all children's behaviour, including those with (special educational needs and/or disabilities (SEND). Staff know their individual children extremely well. Children are aware of the rules. They share their resources with one another effortlessly. When crossing the car park to get to the forest area, children know to wait, and look out for cars.They are well prepared for school. Children show a keen interest in the natural environment. They enthusiastically look for sticks to make the camp fire. Children proudly direct the visitor to the mud kitchen and explain the importance of washing hands. Staff follow children's interests and their imaginative play. For example, children use clay to make a plaster on the visitor's finger.

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

• Parents praise the staff team and remark on the homely atmosphere their children thoroughly enjoy. Staff spend time informally talking to parents when they drop off and collect their children. At the door, the children part from their parents with confidence, waving at them excitedly.
• Children with SEND are monitored very closely. Parents and staff have excellent relationships with various professionals to ensure that gaps in children's learning are addressed and plans are ongoing. Activities are differentiated to include children's interests, and individual needs are met throughout the day. One parent describes the nursery as 'instrumental' in supporting their child to make progress.
• Staff deployment is highly effective. Children work in small groups throughout the day. As a result, this helps to create a positive attitude to learning. Babies quickly develop fine motor skills by picking up objects confidently and succeed at pressing buttons on pop-up toys. Furthermore, the deployment system also helps all staff to manage their workload effectively. The manager leaves no stone unturned in her quest to remove barriers to learning.
• Children develop an awareness of the wider world around them. They actively support an orphanage in Kenya. Visitors teach different cultural dances from around the world. This supports children's awareness of diversity.
• Children are confident individuals who are provided with lots of opportunities to explore the community they live in. For instance, babies visited the horses, and younger children went to the park. On their return, the staff recall with the children what they remember. Staff capture children's voices. Older children recalled the rules of the campfire, allowing staff to understand what children have learned.
• Mathematical development is supported well, both indoors and outdoors. Older children are keen to count and do so confidently when looking for sticks. Staff are skilled at helping younger children to count the different coloured bowls on the table. The younger children develop their confidence and understanding by giving water bottles to their friends. Staff interact well with children through consistent eye contact, talking calmly and always being at children's level.
• The staff use ongoing observations to understand children's interests and achievements using the online platform. During the national lockdown, staff kept in touch with families online and by telephone. However, staff do not consistently share information with parents about their child's learning to further extend this learning at home.

What the setting must and should do next

The provider should:

• share information with parents about how they can further support children's learning at home to improve outcomes for children.