The Hollies Nursery

What is it like to attend this early years setting?

Staff warmly greet children and their families on their arrival. Children are keen to enter the caring, well-structured and inclusive learning environment. Children build trusting relationships with all staff. This helps them feel safe and confident to freely explore the exciting activities on offer. Staff listen to children and take account of their interests in planned activities. They support children to explore and investigate their chosen topics, such as dinosaurs and volcanoes. This helps to motivate and engage children well.

Staff foster children's inquisitive nature. For example, when children find snails, staff put them on a tray for children to examine. Children feel the snail's shell and touch the antenna to test if the snail returns into its shell. Children are fully absorbed, as staff support them to discover ways to encourage a snail to come out from its shell. Staff use descriptive language and ask questions that support children's thinking skills.

Children are proud when staff praise them for their good behaviour and positive attitudes towards others. Staff support children to be kind and polite and encourage them to patiently wait to take turns for the slide. Children share the play dough with each other and learn to line up to go out to play. Through interactions and conversation, staff help children begin to manage their emotions. This supports children to build friendships and prepares them for school.

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

• Leaders have designed a curriculum that focuses on children's physical development and promotes their language and communication skills. Staff use information from parents, when children first start at the nursery, to understand children's previous learning and experiences. They skilfully build on what children can do and know by providing enriching experiences. This gives children a strong foundation in their learning.
• Children of all ages develop good communication and language skills. Staff encourage children to learn new vocabulary through stories, songs and during activities. They hear words such as 'scratchy, bouncy' and 'swirl'. This helps them to be confident with words. Staff pace their interactions well. They listen to children and give them time to think and respond. Leaders have implemented speech and language programmes to support children's core language skills.
• Staff promote children's good health and physical exercise effectively. Children show they are developing good core strength, as they use the climbing equipment, walk on balance beams with control and jump in hoops. Children go for walks in their local community and join in exercise sessions. They enjoy healthy snacks and learn about oral health. Children eagerly look at how the fruit and vegetables they planted have grown. This helps children to learn about living healthy lifestyles.
• Staff respond swiftly when they identify that children may benefit from extra help in their learning. Parents who have children with special educational needs and/or disabilities (SEND) talk positively about the nursery's commitment to multi-agency working. These positive links help all children, including children with SEND and those who receive additional funding, make good progress from their starting points.
• Staff give children opportunities to take part in group learning experiences, ready for moving on to school. They are clear with their expectations for behaviour, such as sitting well and being involved. Most children thoroughly enjoy these group times. However, sometimes, staff do not fully consider the needs of the younger children, who find it hard to join in.
• Children learn to develop their independence, such as going to the toilet by themselves and pouring their own drinks in preparation for going to school. However, on occasions, staff do things for children that they could be learning to do for themselves, including preparing and serving their own snacks and putting on their own coats.
• Parents are highly complimentary about the care and learning their children receive. They value the regular updates staff share with them about children's progress and learning. Parents attend workshops to learn to support their children at home. Parents are invited to coffee mornings and special events to celebrate Father's Day. These positive relationships help children's continuity of learning.
• Leaders are dedicated and enthusiastic and have clear aspirations for continuous improvements. They support staff training to ensure all development is meaningful and improves the care and experiences of children. Staff feel well supported and valued, and that their well-being is nurtured.

What the setting must and should do next

The provider should:

• develop the organisation of circle time, to engage all children and ensure they fully benefit from the intended learning
• extend opportunities for children to complete everyday tasks even further so that children can practise their independence.