UWE Students' Union Halley Nursery

What is it like to attend this early years setting?

Children enjoy attending this nurturing and inclusive nursery. Staff build strong, trusting relationships with children and families. This helps children to develop confidence and a sense of belonging. Children benefit from a good balance of adult-led and child-initiated activities. Staff plan a curriculum based on children's interests and developmental stages, ensuring all children make good progress in their learning. The curriculum encourages children to become confident and independent learners. Children are empowered to make choices and are learning to manage their emotions in a supportive environment.

Babies are curious and eager to explore their surroundings. Staff organise the environment to support their physical development. Babies excitedly move their bodies, reach and grasp resources. Staff respond warmly and promote secure attachments. They ensure babies feel respected, asking permission before attending to their personal care. Young children confidently follow routines and engage enthusiastically in group activities such as circle time. Staff provide opportunities for children to make decisions, such as which story to read, helping children build independence and a sense of responsibility. Children display focus and develop strength in their hands as they create with dough. Staff support children to develop a 'can-do' attitude and encourage children to keep trying. Older children are self-assured learners. They take part in meaningful discussions, drawing on past experiences, such as Remembrance Day. They make links and connect them to new learning about VE Day. These conversations deepen children's understanding and promote a sense of community. Children enthusiastically share their ideas, wave flags and sing new songs.

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

• Staff form positive partnerships with parents, and clear routines for drop-off and pick-up times help children feel comfortable and settled. Babies are taken to their room, and older children enter through the gate to the outdoor area, supporting their transition to school. Staff share some information with parents both verbally and through online learning journals. However, they do not always provide parents with enough detail about children's learning and daily routines to keep them fully informed. That said, leaders are seeking ways to further improve communication so all parents feel well informed about their children's experiences and learning at nursery.
• Staff support children's early literacy and communication and language skills effectively. They are attentive to children's interests and learning needs. They read stories to them, introduce single words and sing to children as they play. Staff support children who speak English as an additional language well. They use key words in their home languages to aid understanding and support children's sense of identity. However, at times, staff's interactions do not fully enhance and extend children's learning. For example, staff do not always offer clear explanations about why certain instructions are being given or actively engage with children during group activities to fully support their learning.
• Staff encourage good hygiene practices, such as washing hands before meals. They promote a positive mealtime experience and sit with children, offering support and encouraging them to try new foods while respecting their individual preferences. They discuss the ingredients in their meal and make comparisons to familiar foods to help children develop a broader understanding of healthy eating and foster positive attitudes towards food.
• Children behave well and understand staff's expectations. They learn to take care of their environment, tidying up toys before moving on to other activities or playing outside. Staff support children when minor conflicts arise, helping them resolve issues, for example helping them identify who was looking at a book first and offering alternative activities.
• Staff work well with other professionals to support children's learning and development. They gather information from other settings they attend, collaborate with inclusion teams and work with speech and language specialists to implement strategies and monitor children's progress. Leaders thoughtfully allocate additional funding to children's individual needs, selecting resources that support children's developmental growth.
• Leaders and staff are reflective and committed to providing high-quality care and education. They meet regularly, along with parent representatives, to discuss what is going well and identify and address any improvements. Leaders observe staff's practice and offer targeted professional development opportunities to further enhance their knowledge and skills. Staff morale is high. They feel valued, supported and motivated by the leadership team. This contributes to strong staff retention and ensures consistency in the care provided.

What the setting must and should do next

The provider should:

• strengthen the information shared with parents about children's daily routines, learning and development to make sure they feel fully informed about their children's experiences and progress
• further develop staff's interactions to fully enhance and extend children's learning and help all children make the best possible progress.