Hoppers Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff greet children warmly at this welcoming, family-run nursery. Children are eager to arrive and quickly become focused in their play.

Staff plan engaging activities that are based on children's interests and individual needs. Children are calm and settled and show high levels of involvement in their play. They feel safe and secure.

Staff have high expectations for children's behaviour. They are good role models and encourage children to use their manners. Staff explain the routines of the day and what will be happening next.

Children follow the instructions at tidy-up time and help staff to put their toys ...away. They learn to work together as they ride a two-seated bike. Children's behaviour is good.

Staff plan activities which develop children's large and small muscles. They place furniture in the baby room to encourage babies to pull themselves up to standing and begin to take their first steps. Babies learn to feed themselves by using their hands and then a spoon.

Older children learn to manage their bodies, and they run and jump. They learn to use tools to make marks and begin to form letters of their name. Children develop good physical skills and are confident movers.

All children, including those with special educational needs and/or disabilities (SEND), make good progress.

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

Leaders and managers have a clear vision of the care and education they want to provide for their children. They plan an ambitious curriculum with a clear progression of skills that they want children to learn.

This builds on what children know and can do as they move through the nursery. This helps to ensure that children are ready for their move to school.Children begin to have favourite stories.

Staff engage children of all ages in stories and songs. Young babies follow the actions as staff sing to them. They explore their first books.

Staff ensure that books are available across all areas of the setting, including outside. Children access these independently and take pleasure in turning the pages as they look closely at the pictures. All children develop a love of stories, songs and rhymes.

Staff plan opportunities for children to develop their independence. Babies learn to feed themselves with a spoon, toddlers learn how to drink from an open cup and put their coats on. Older children choose their lunch and confidently carry their plates to the table.

They clear their plates afterwards. Children enjoy completing these tasks for themselves.Overall, children are confident speakers.

Staff engage them in back-and-forth conversations. They introduce new language and model words as children play. Generally, staff are skilled in supporting children's communication and language development.

However, on occasions, staff do not always ensure that the less confident children have opportunities to take part in group discussions. They sometimes ask too many questions and do not consistently give time for children to respond. This means that some children may not make as much progress as they could.

Children with SEND are very well supported. Staff identify any gaps in children's learning and put plans in place to support children. The special educational needs coordinator (SENCo) works well with staff, parents and other agencies to ensure that children receive the support that they need.

Effective monitoring ensures that children with SEND make progress.Staff promote mathematical language effectively. They skilfully use the language of number, shape and size during children's play.

For example, staff count 'one, two, three' as they race the toy cars down the ramps. They comment the containers are 'empty' and 'full', as children pour water through the funnels. Children begin to use this language in their play.

Staff encourage children to use their imagination in their play. Children pretend they are going on a journey. Staff ask questions about where they are going and what they will do.

Children engage in the conversation and share their thoughts and ideas.Children enjoy the outdoors. Staff encourage children to look for bugs by using their magnifying glass.

They provide tools for children to dig and plant in the soil. These experiences help children to learn about the world around them.Leaders and managers implement effective supervision sessions.

Staff feel fully supported in their roles. They access a range of training to support their professional development. Leaders and managers understand the importance of supporting staff's well-being.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nextend further staff's knowledge of how to support all children's language development to an even higher level.