Hyderi Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and enthusiastic as they play and explore at the nursery. They choose from a wide range of high-quality resources and activities which are thoughtfully planned to provide varied learning experiences. The leader and staff are ambitious for every child to succeed and to develop their confidence, curiosity and independence.

This helps to prepare them well for their eventual move to school. Children are well behaved and show care and respect for each other. They enjoy the responsibility of being class monitor.

Children are gaining a good awareness of their local community and the world around them. They ...learn about different faiths and celebrate diverse festivals and national days. Children learn about democracy by voting for things they like, such as favourite types of pasta.

Recently, staff built on this to help children understand the national elections; children relished the opportunity for role play, entering a model polling booth and completing their private ballot. Parental feedback is very positive. Parents comment that staff support them well to extend children's knowledge at home.

For example, every week children bring home a learning pack for their parents to use with them. This includes a book for reading together and short exercises to promote numeracy and handwriting skills. Parents also report that they feel well informed about their children's learning and progress.

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

Children are secure in the environment and separate easily and quickly from parents to engage in play at the nursery. Staff work closely with parents to ensure that they fully understand what children already know and can do. This includes close work with other early years settings.

Staff know their key children especially well and build close relationships with their families. Children are making good progress in all areas of learning.Children's communication and literacy skills are well supported.

They listen attentively as staff read stories to them and learn about letters that are of significance to them. Children self-register each morning, selecting their name and putting it by their photo. All children join in with songs they know.

Songs are skilfully used to embed children's knowledge of numbers, days of the week and Islamic teaching, and to encourage tidying up.Staff masterfully make the most of opportunities to enhance children's numeracy skills. For example, they consistently reinforce mathematical language by encouraging children to count out items in creative and fun ways.

For example, a role-play pizza station offers children chances to count out toppings and slices.Children learn to manage risks in their own play. For example, younger children self-assuredly use tools such as toy hammers and nails to construct items, and tongs to collect objects from water.

They also enjoy joining pieces together to build and balance.Self-evaluation processes are used to reflect meaningfully on practice. For example, there are plans to improve how the outdoor learning environment can encourage children's learning.

There is a robust approach to professional development and systems are in place for staff to observe each other to reflect on and improve their practice. There are occasions where staff can be overly enthusiastic, which limits activities having maximum impact on children's learning.Staff support children with special educational needs and/or disabilities (SEND) effectively.

Staff work closely with partner agencies to ensure they are well equipped to improve outcomes for children with SEND. Senior staff are highly knowledgeable about how to target support for children with SEND and complete research to extend their knowledge. All children with SEND make very good progress at the nursery.

The nursery has a thoughtful programme designed to help children to lead a healthy lifestyle. They access the outdoors and enjoy their 'jiggle and wiggle' time each day. Staff encourage children's independent self-care and gently remind children to wash hands before and after meals and after using the toilet.

Mealtimes are a social occasion, with children eating nutritious food and talking with staff and their friends.

Safeguarding

The arrangements for safeguarding are effective.All staff are knowledgeable about signs of potential neglect and harm to children.

They access regular training about strategies for keeping children safe and have a thorough understanding of child protection procedures. This includes the process to follow should they have concerns about the welfare of a child or the behaviour of a colleague or manager. During supervision, managers spot-test staff on their knowledge of safeguarding, including about the risks of children being exposed to extreme or radical views and behaviours.

Staff also encourage children to develop their own safety skills. For example, staff help them to recognise hazards and to have secure knowledge of how to evacuate the building if required.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: maximise children's opportunities for physical development and outdoor play and learning strengthen ongoing professional development to build on staff's knowledge and skills and so raise the quality of teaching.