Nursery On The Hill (Enfield) Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are settled and happy in this caring nursery. They have warm and affectionate attachments with staff and demonstrate that they feel emotionally secure.

Children enthusiastically engage in rich and varied play experiences that are planned by staff to reflect the children's individual interests. Babies have plenty of space to support their physical development and quickly gain confidence to explore the exciting environment. Older children receive constant encouragement and praise when they attempt to do things for themselves.

This helps to build their independence and self-esteem.Staff have high expectations of ...children and have a good understanding of how children learn. The managers and staff provide a fun-filled environment for children to play outdoors.

Children relish playing in the outdoor area. They demonstrate confidence in their abilities, taking calculated risk when running, jumping, climbing and balancing across the obstacle course. They use their imagination and pretend they are searching for small, shiny treasure with their torches.

Children enjoy weekly yoga sessions. They develop their coordination and physical skills.Staff act as positive role models, and children know how they should behave.

For example, they say 'please' and 'thank you' as they share resources willingly. Children play together cooperatively and build close friendships. They behave very well.

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

Leaders and managers have a clear drive to deliver high-quality care. There is a good focus on staff well-being and teamwork. Leaders identify professional development opportunities for staff and encourage them to gain recognised qualifications.

They use additional funding effectively. For instance, some children receive one-to-one support to help enhance their learning experiences.Staff use their observations to check on children's progress and plan activities for them, helping them to build on what they already know and can do.

This includes children with special educational needs and/or disabilities and children who speak English as an additional language. Children make good progress and prepare well for their move to school.Staff support children's language and communication successfully.

They sing songs and listen to stories. Toddlers repeat new words and short phrases as staff skilfully model language. For example, staff play 'what have we got in the bag today', and children respond with 'dinosaur' and start to roar.

Children squeal with delight as they explore the items in the bag. They sustain their attention and are enthusiastic to learn. However, at times, some staff interactions do not consistently enable children to engage in back-and-forth conversations to help extend their speech further.

Children draw and practise their early writing skills using different tools, such as clipboards and pens, chalk and paint. Older children can recognise and write their names and have a good knowledge of letters and sounds. Babies make marks when they run wheeled trains in paint.

Staff skilfully help children to strengthen their small hand muscles in readiness for future learning. For example, children use scissors to cut petals from flowers and manipulate dough.Staff model how to use tools safely and encourage children to use utensils independently.

Babies and toddlers enjoy preparing fruits for snacks. Older children pick cucumbers they have grown in their vegetable garden, and they help to prepare them to eat at lunch. Children have many opportunities to learn to do things for themselves.

Staff help children to adopt a healthy lifestyle. For instance, children know that they need to wash their hands before eating. They enjoy healthy, nutritious meals and snacks.

Children learn about oral health and know why they must look after their teeth.Staff provide children with ample opportunities to learn about their local community and others' cultural backgrounds, such as through the use of books, music, outings and learning about different festivals.Overall, leaders and staff engage with parents well.

They use an online app to communicate with parents. Staff share information with them about how they can support their children's learning at home. However, some parents do not feel that leaders listen to their concerns, and they do not have an opportunity to talk privately with staff.

Safeguarding

The arrangements for safeguarding are effective.There is a 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: strengthen the arrangements for working with parents so that they feel listened to and they have time to talk to staff about their child's day develop staff's teaching skills further to help children engage in an open dialogue and fully extend their vocabulary.