Wellholme Park Nursery

What is it like to attend this early years setting?

Children arrive eager to learn and play in this inclusive and caring nursery. They build strong bonds with staff, who are responsive to children's emotional and physical needs. This ensures that children feel safe and secure.

Leaders of the nursery have identified the impact that the COVID-19 pandemic has had on children and families. They understand that some children may feel anxious when separating from their parents. As a result, staff ensure that settling-in sessions for children are suited to their individual needs. Children receive a home visit from staff before they attend the nursery. Staff gather a wealth of information about children's likes and dislikes. This helps children to settle quickly.

Children enjoy a range of activities and experiences at the nursery. Babies and toddlers become engrossed in their play as they pretend to wash the ride-on cars. Older children take part in messy-play activities. They develop their imaginations as they make ice creams with cones and foam, and top them with sprinkles. Children in the pre-school room learn to solve problems when they make their own play dough. They use their thinking skills as staff talk to them about how they could make the dough less sticky or dry.

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

• Staff recognise when children need extra support to develop their communication skills. They plan small-group activities that provide opportunities for children to hear and use new language. Staff record and display new words that they hear children say. This supports staff to extend children's vocabulary by building on what they already know. Older children talk about their weekend or interests during 'my time to talk' sessions. This helps to grow children's confidence.
• Children behave well. Even the youngest children quickly learn the routines of the nursery. For example, children pay attention and listen when staff ask them to stop and show their hands. Children show excitement at joining in with activities. However, children are sometimes asked to leave activities that they are enjoying to have their nappy changed. While this is done in a respectful way, this interrupts children's play and learning.
• Children receive many opportunities to learn about diversity and the world around them. For example, children learn about International Women's Day and celebrate female role models. They find out about festivals and celebrations from different cultures. Staff are developing links with a local care home for older people. There are plans for children to visit the care home to take part in story and singing sessions with the residents. This supports children to learn about their community.
• Children serve their own food at lunchtime and practise using cutlery. This supports them in developing their independence skills. Staff help children to wash their hands. However, children are not always fully supervised after washing their hands. During the inspection, children returned to play with toys after handwashing and before eating. This does not support children in learning the importance of hygiene routines.
• The provision for children with special educational needs and/or disabilities (SEND) is excellent. Leaders and staff work closely with a wide range of outside agencies to meet the needs of children. They monitor children's development using a specialist assessment tool. This helps staff to identify when children need further support and plan for their next steps in learning. As a result, children with SEND make the best possible progress.
• Parents receive regular updates about their children's development via an online app. They are invited into the nursery for open days and family activity sessions. These provide ideas for parents about how they can further help their children, for example with toilet training. This ensures that parents are well supported in continuing their children's education at home.
• Leaders are focused on improving staff's skills and knowledge. Staff take part in regular supervision sessions and receive training opportunities. They are allocated a mentor and observe other members of staff. This helps to raise the quality of their teaching practice.

What the setting must and should do next

The provider should:

• consider the routines and timings of nappy changes so that children's learning and play are not interrupted
• review the supervision of handwashing to promote good hygiene routines with young children.