The Higham Hill Centre

What is it like to attend this early years setting?

Children are happy and settled at the nursery. They develop good relationships with staff and demonstrate that they feel safe and secure in their care. Babies smile and confidently interact with visitors. With support from staff, they explore the well-resourced environment.

Children have plenty of opportunities for fresh air and enjoy a range of activities in the outdoor area. Older children are eager to make marks during activities. For example, they draw targets for their friends to aim for when they jump onto the crash mat. Younger children make marks with paint on the outdoor easel.

Staff have high expectations for behaviour. Children behave well and they share and take turns as they play. Children have a positive attitude to learning and are eager to join in the activities planned for them. For example, children relish playing with the play dough they made themselves. They use their fingers and hands to roll and pat the play dough to make pretend cakes to cook in the oven.

Parents are very happy with the care their children receive. One parent commented that since their child started, they have learned to speak clear English and have gained confidence and social skills.

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

• Senior leaders and the manager have a clear vision and strive for high-quality care for all children. The leaders work well with other agencies in the local community to further support families. They develop strong relationships with local schools. Staff are supported well, overall, by the manager and have a comprehensive induction programme when they first start. They receive regular training and coaching to improve their knowledge.
• Staff provide and implement a broad and balanced curriculum. They observe and assess children's learning regularly. Staff generally have a good understanding of how children learn and use this to provide appropriate experiences.
• Staff are excellent role models for children. They continually show children how to be respectful and kind. If children occasionally need reminding about their behaviour, staff do this in an age-appropriate and sensitive manner. Children help each other. For example, older children hold younger children's hands spontaneously to help them get up onto a platform.
• The key-person system ensures that staff know their children very well. Children seek out their key person for support when they first arrive and if they are upset. Staff gather detailed information from parents about their child's needs before they start. Parents are kept well informed through daily handovers. They have opportunities during the year to meet with their child's key person to discuss their progress.
• Children with special educational needs and/or disabilities are supported well to reach their full potential. Staff working with the children have a good understanding of their learning and physical needs. Staff work closely with health professionals. This results in children making remarkable headway in their development. Children's individual health and medical needs are catered for, which enables children to participate fully in the routines of the setting.
• Children have plenty of opportunities to be physically active, and they enjoy their time outside. The nursery menu is varied and nutritious. Children learn about good hygiene. For example, they wash their hands regularly and even the youngest children are supported to wipe their noses independently. Staff support children to learn about good oral hygiene.
• The curriculum has clear overarching topics that are tailored to each age group. The environment is bright and inviting, and children have a wide range of resources. However, children do not always have opportunities to explore and extend their real-life cultural experiences during imaginative play.
• Overall, staff support children's communication and language skills well. They teach children new words to help build on their developing vocabulary and use visual prompts during small-group activities. However, on occasions, some staff do not consistently support children's developing skills to the highest level.

What the setting must and should do next

The provider should:

• enhance opportunities for young children to engage in real-life imaginative play that reflect their own cultural experiences
• strengthen arrangements for coaching and support, to help all staff promote early language development at the highest level.