What a Hoot Day Nursery

What is it like to attend this early years setting?

Children are confident and happy learners, who show a strong sense of belonging. They readily approach staff for support and reassurance during their play. Children become absorbed in their learning. Babies try hard and persevere when stacking rings. Pre-school children eagerly investigate the wild flowers in the garden, looking up facts about what they find in books and on the internet.

Learning is fun in this nursery. Staff ensure that children have plenty of choice in activities and offer them plenty of praise and encouragement. Children try hard and have a positive attitude. They declare, 'I can do it!' when they manage to walk along a balance beam, glowing with pride at their achievements. Overall, staff support all children's learning very well, including children with special educational needs and/or disabilities (SEND). Staff provide activities that appeal to children's interests, which encourages their involvement. For example, children who are reluctant to learn about letters enjoy searching for the letters from their names in dough.

Staff have high expectations. They encourage children to be independent, for example, encouraging them to drink from an open cup from an early age. Staff teach children values that help them to develop care and understanding for others. Children take turns and offer to share toys and equipment with their friends.

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

• The quality of education is good overall, and some aspects are exceptional. Staff support children extremely well to lead their own learning. For example, when children pretend to visit a theme park, staff skilfully weave learning into their imaginative play. They learn and copy mathematical language when making wands for their play. Staff encourage them to create their own games and develop rules, for example, 'Freeze!', where they must stand still for the 'magic camera'.
• Staff observe children at play to help them make accurate assessments of their progress and plan for their learning. Occasionally, however, staff do not ensure that children have secured the necessary prior knowledge and skills before providing further challenge in their learning.
• Children are fluent and articulate talkers. They confidently chat to visitors about what they like to do in the nursery. Staff support their language development well. For example, they use simple signs that help children to communicate more effectively. They encourage children to develop a love of stories and songs, which helps them to learn new words.
• Parents speak highly of the electronic system that staff use to share information about their child's day and about their learning. Staff share targets with them, which helps them to further support their children's learning at home. They say their children are 'fundamentally happy' to be at nursery and that they 'bounce through the door every day'.
• The manager's positive approach inspires staff and leads to consistent improvements in the provision. For example, they regularly review and rearrange the learning environment to meet children's changing needs and interests. Professional development is closely aligned to identified areas for development. This contributes to the ongoing improvements to the quality of teaching.
• The nursery remained open for vulnerable children throughout the COVID-19 pandemic. Staff consider the ongoing impact of the pandemic on children. They take account of children's experiences and take positive steps to build on these. For example, they provide activities such as football coaching and dance sessions. They acknowledge the social development opportunities these bring, particularly for those children who have not experienced such activities outside of nursery.
• Children benefit from staff's positive approach to managing their behaviour. They understand what is expected of them and readily follow staff's instructions and guidance. They are very eager to please, showing delight when staff give them a sticker for good sitting and good singing. They learn to manage their feelings and frustrations.
• Additional funding is used extremely well to support eligible children, particularly children with SEND. For example, higher staff-to-child ratios and specialised resources help to ensure that all children can access the curriculum and that their care needs are met well.

What the setting must and should do next

The provider should:

• help children more consistently to remember and understand what has been taught before moving them on to new learning.