Hatfield Nursery

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About Hatfield Nursery

Name Hatfield Nursery
Ofsted Inspections
Address Priory RC Primary School, St. Catherines Road, TORQUAY, Devon, TQ1 4NZ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Torbay
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settle quickly in this warm and welcoming nursery.

Staff are kind and friendly towards children. For example, they are highly sensitive to the needs of babies and provide them with strong emotional support and comfort. All children demonstrate a sense of belonging and security due to the strong bonds staff form with them.

Children are confident to welcome visitors with happy smiles, engaging them in conversation and their play. Children's behaviour is good and they get on well with one another as they play. Staff are considerate role models, and children have a clear understanding of how to treat... others.

For example, older children make room for other children at the table as they enjoy sensory activities. They eagerly make sure that everyone can join in the fun.Management and staff implement a broad curriculum with children's well-being at the centre of all they do.

They know the children well and plan experiences that build on what children understand and can do. Staff observe and assess children to swiftly identify any gaps in their learning. They share information with parents and encourage them to continue to support children's development at home.

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

Staff prioritise children's language development. Staff in the baby room are highly skilled at teaching the very youngest children new words and developing their concentration. For example, children are captivated to discover objects hidden inside a box and repeat words, such as 'duck', with great delight.

They laugh as they thoroughly enjoy repeating the sounds, 'quack, quack'. Staff introduce words, such as 'transparent' and 'absorb', as older children describe how materials change. This enriches their speaking skills and extends their vocabulary.

There is strong support for children with special educational needs and/or disabilities. The special educational needs coordinator monitors children's needs conscientiously. She has good links with external agencies to ensure that all children receive support, to enable them to reach their full potential.

Management and staff use any additional funding to benefit the children who need it. They provide sensitive and very effective support as they work closely with children and parents.Managers are meticulous about recruiting staff safely and there is a thorough induction process.

Staff comment that they are supported in their roles and feel valued. There are good opportunities for professional development to continually improve their teaching. For example, staff complete training that supports them with their work with the children in their care.

However, there are fewer opportunities for staff to share good practice, to raise the standard of teaching even further throughout the nursery.Staff interact with children thoughtfully to promote their learning. For example, toddlers enjoy using props to act out familiar stories, as staff give them praise and encouragement.

Older children become excited to mix water with jelly crystals under the guidance of enthusiastic staff. On some occasions, however, staff overlook chances to encourage children to explore and experiment for themselves. They are not given enough time to follow their own thoughts and ideas to engage them more deeply in their learning.

Children learn about the importance of healthy lifestyles and good oral hygiene. They enjoy nutritious snacks and meals and brush their teeth after eating. Staff sensitively support children's independence as they move through the nursery, ensuring they have the necessary skills for future learning.

Parents speak highly of the nursery and the staff. They feel well informed about their children's development through regular conversations with staff. The nursery has a good relationship with the school in which it is based.

This helps children to move on to school life with confidence and self-assurance.Managers and staff work together as a committed and enthusiastic team. They are reflective of the service they provide for families and continually strive for improvement.

They are ambitious for the future of the nursery and its place in the local community.


The arrangements for safeguarding are effective.Managers place a strong focus on ensuring staff have high levels of knowledge about child protection and safeguarding.

Staff are aware of the signs that might indicate a child is at risk of harm. They are clear about the procedures they must follow to report any concerns they may have about the welfare of a child. Staff supervise children at all times and ensure they are safe and secure.

They teach children to keep themselves safe as they play. For example, staff encourage children to help with tidying up, to keep their play spaces hazard free.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff's interactions with children to encourage them to experiment, explore and become more deeply engaged in their play and learning provide staff with more opportunities to share their good practice, to raise the standard of teaching throughout the nursery even further.

Also at this postcode
Priory Roman Catholic Primary School, Torquay

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