|Name||Hedgehogs Nursery School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 September 2019|
|Address||Albemarle Centre, Appledore Gardens, Haywards Heath, West Sussex, RH16 2AQ|
|Type||Childcare on Non-Domestic Premises, Sessional day care|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
What is it like to attend this early years setting?
The provision is good
The manager and staff have a good understanding of how children learn. They use this knowledge well to provide activities that capture children’s curiosity. Children settle in well at the nursery, they know the staff and are familiar with the routines. This helps to create an environment where they feel safe to explore and learn. Staff are sensitive to children’s individual needs, particularly when they are settling in. They help children to understand the expectations of the nursery. As a result, children’s behaviour and attitudes to learning are good.Children benefit from a large outside play space that enables them to develop their physical skills. They develop an understanding of other people in the community as they collect canned food to share with those who may need it. Children are kind and caring towards their friends. They share resources and take turns during their play. Staff work well with other professionals and parents to support children with special educational needs and/or disabilities. As a result, all children are making good progress in their learning and development. Parents speak highly of the staff team. They comment about how much their child has developed and learned since starting at the nursery.
What does the early years setting do well and what does it need to do better?
nChildren delight in using their senses to explore a range of different cereals. They use their imaginations as they play with toy tractors to move and crush the cereals. Staff understand how to use this opportunity to develop children’s language skills. They introduce new words such as ’bales’, and ask children questions to encourage their thinking and communication skills.nStaff know when to give children time to try out their own ideas. For example, when children are unable to get an object to stick to their picture, staff ask if they think they have enough glue. They then allow time for children to experiment with different amounts of glue. Once the children are successful in sticking the objects, staff follow this up with appropriate questions and praise. This helps children to develop confidence and a positive self-esteem.nChildren demonstrate good levels of independence. Even the youngest children know they need to find wellington boots and put them on before they play outside. They successfully find a matching pair of boots and put their coats on with little help from staff. However, at times, staff disturb children when they are engaged in their play by checking the younger children’s nappies.nChildren learn about numbers as they play addition and subtraction games that involve them ordering and counting bears. Staff provide appropriate challenge to extend children’s understanding of these mathematical concepts.nOccasionally, staff do not make the best use of children’s time. Children are sometimes sitting for long periods of time, such as before and after lunchtime,and younger children become slightly restless.nStaff provide many opportunities for children to develop their language skills through meaningful conversations, sharing stories and singing songs. They use the information they have been given by other professionals, such as speech therapists, effectively. Children enjoy using an electronic tablet to record their voice and laugh with their friends as they listen to it.nThe manager and staff ensure the premises are safe and secure. They have recently improved the security of the site by adding additional gates and alarms. Staff have a good understanding of how to assess potential hazards in the environment and know what to do to minimise them. They complete daily checks of the indoor and outdoor areas to ensure children’s safety. The manager understands the importance of staff training and how this improves children’s outcomes. They have been working with the local authority to provide training for the staff, who have responded well to the additional support and learning opportunities.
The arrangements for safeguarding are effective.The manager and staff have a good understanding of how to identify any children who may be at risk of harm. This includes children who may be at risk of extreme views or behaviours. They know the local reporting procedures to follow should they have concerns. The manager ensures that staff are suitable at appointment and that they remain suitable to work with children.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:nreview children’s personal care routines so they respect children’s dignity and do not interrupt children’s concentration and engagement in their play and learningnreview daily routines so that children do not spend long periods of time sitting, particularly before and after lunchtime.