The Sheffield Hillsborough College Nursery

What is it like to attend this early years setting?

Friendly and caring staff greet children on arrival at this warm and welcoming nursery. Staff form positive relationships with all children. Older children arrive happy and excited to enter the nursery. They often forget to say goodbye to their parents in their eagerness to enter. Babies smile and become excited at the sight of their key person. Children feel happy and safe at the nursery.

Children display high levels of curiosity, concentration and enjoyment. They show a positive attitude to their learning. Children show resilience and a can-do attitude. They slide down a hill in the snow in their waterproof suits, before climbing back to the top to have another go. Children laugh and giggle as they throw snowballs at each other. They listen intently and respond positively to adults and other children. Children develop their imagination skills. They use the snow to pretend to make porridge for everyone.

Children have respect for each other. They work together to build a snowman. Children persevere when trying to lift the heavy snowball for the head. They ask their friends to help. Children are resourceful and find objects to make eyes and buttons for the snowman. They use different-sized balls to play football. Children celebrate together when they score a goal. Their behaviour is exceptionally good.

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

• Leaders and managers plan an ambitious curriculum for children to give them the knowledge and experiences which they need to succeed in life. They have high expectations for all children. All staff know what they want children to learn. They plan a progression of skills to build on what children know and can do as they move through the nursery. Children become questioning and confident individuals.
• Children receive first-hand experiences of the wider community. They go on visits to the theatre, parks and shops. Children learn about being a chef and decide to make spring rolls. Staff encourage children to make a shopping list, before going to the shop to buy the ingredients. Children make spring rolls and share them with their friends.
• Parents share comprehensive information when their child first starts. A thorough settling-in procedure ensures that children settle quickly. Children build secure relationships with their key person. Staff know children well. Children go to them for cuddles, talk openly and ask for help when needed. They feel happy and safe with all the staff at the nursery.
• Staff make individual books with pictures of children's families. Babies go to look at these independently. They enjoy looking through the pictures and pointing to themselves and their family members. Children have a sense of belonging.
• Parents are extremely happy with the care which their children receive. They report that staff are very friendly and approachable. Parents feel confident to raise any concerns they may have. They feel confident that staff will listen. Parents feel well informed about their child. They report that their children look forward to attending the nursery and they are sad when it is not a nursery day.
• Staff promote the use of mathematical language very well. They use language of number and size consistently throughout children's play. For example, children count out pennies to pay for their snack and identify numbers on the price list.
• Children develop good language and communication skills. Staff use questions effectively. They ask open-ended questions to encourage children to think and explain what they are doing and why. For example, children build a house for the three little pigs. Staff ask children how they can make them stronger and children work out that they need more sticks.
• Children develop a love of books, stories and rhymes. The youngest babies enjoy sharing books with their key person. Children independently select books to look at. Staff read with expression and enjoyment.
• Children develop their independence skills. They butter crumpets, serve their own food and help themselves to drinks. Children take their own coats off and hang them on their peg. They select their own resources and choose where they want to play.
• Staff plan activities to support children's interests and their next steps in learning. However, during some activities, older children do not always have suitable challenge. This means that children sometimes lose focus and do not always make the progress of which they are capable.
• Staff complete the progress check when children are aged between two and three years. They share these with parents and health visitors. Staff work well with outside agencies to support children with special educational needs and/or disabilities. They identify children's needs and put plans swiftly in place to support them. Where needed, staff refer children to the necessary agencies.

What the setting must and should do next

The provider should:

• strengthen the learning intention of activities to ensure suitable challenge for all children.