University Hospital Day Nursery

What is it like to attend this early years setting?

Staff recognise the importance of encouraging children to develop a sense of responsibility and independence. Pre-school children show that they understand the rules to tidy-up toys after playing with them. They have learned that if they choose it, and use it, they must put it away. Staff support babies to learn how to feed themselves with a spoon. Toddlers are encouraged to learn how to pour from an open jug and drink from open cups. They confidently feed themselves using spoons and forks. Pre-school children plate up their own meals and confidently use a knife and fork to eat. Staff are good role models and support children to be respectful. They model please and thank you. Children hear and copy this language, they are learning to use manners.

Children of all ages are encouraged to develop a love of books and stories. Staff read stories enthusiastically to children, capturing children's attention and curiosity. Toddlers point at the book as staff read to them. Staff encourage toddlers to talk about the pictures, asking them open ended questions about what they can see. Toddlers use words such as bear, wood and trip. Pre-school children cuddle up to staff as they look at books together. Staff encourage the children to recall what the story is about and the names of the characters in the book. Babies and toddlers participate in action rhymes and songs. They develop their concentration, listening skills and make choices about the songs they like to sing.

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

• Staff use observations and assessments to monitor the progress that children make and to identify appropriate next steps for children's individual development. They know the children that they care for well. Managers have a good knowledge of the curriculum and what they want children to learn while at the setting. However, not all staff are clear about the overall intention of the curriculum and what skills and knowledge they want children to gain.
• Staff in the toddler room model mathematical language well. They use words such as over, on top and under as children play with toy animals and wooden bricks. Children persevere to make them fit in the space that they have created under the bricks. They say the word 'under' as they place them correctly. Overall, staff's implementation of activities is variable. Some staff are not clear about the learning intentions of the activities that they are implementing. This has led to inconsistent teaching and interactions with children across the nursery.
• Pre-school children gain an understanding of healthy lifestyles and develop a positive attitude to spending time outside being physically active. Staff take part in sport coaching sessions with children. They run around and join in with the energetic play. Staff are quick to offer reassurance and praise when children struggle to complete some of the activities. This helps to build children's confidence and self-esteem. Children stay motivated and keep trying.
• Staff support pre-school children to learn about different types of food and sort them into categories, such as vegetables, fruit, dairy and meat. They use questions to encourage the children to talk about the benefits of the different food and the characteristics of the food types. Children recall that some of their friends cannot eat dairy products. Staff support children to learn that some people cannot eat certain food due to allergies and food intolerances. Children are learning about the similarities and differences between themselves and others.
• Staff recognise the importance of children feeling safe and secure at the setting. When children start at the nursery, staff find out about children's normal routines, comforts, interests, home language and the children's cultural background and family beliefs. Parents attend settling-in sessions with their children, which gives them the opportunity to share as much information as possible about their children with the staff who will be caring for them. This supports children to feel valued and to settle at the nursery.
• Managers and staff work in partnerships with parents and other professionals to put appropriate support in place for children who speak English as an additional language, and children with special educational needs and/or disabilities (SEND). This enables all involved in the care of the children to consistently meet their individual education, health and care needs.
• Staff share detailed information with parents about their child's day and about their development. They work with parents to support them to understand how to help children learn new skills, and practise these at home. Parents comment that their children are happy at the nursery and have good bonds with the staff.

What the setting must and should do next

The provider should:

• support all staff to have a clear understanding of the setting's curriculum intent, so that that they are consistently focused on what they want children to learn
• support staff to strengthen the implementation of activities and develop their teaching skills.