Hove Village Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children receive a warm welcome from staff as they arrive at this nursery. They settle quickly and demonstrate that they feel happy. Babies and older children have secure bonds with the staff who care for them.

Children are motivated to learn and enjoy their self-chosen activities. Staff plan opportunities for children to learn using their current interests. For example, they visit the local library to research facts about dinosaurs.

Furthermore, staff implement 'interest-based' days when children show curiosity in sea creatures. This helps to extend learning opportunities for children. Children behave well.

T...hey play collaboratively as they share resources and take turns. Staff praise children and motivate them to keep trying when something is tricky. For example, older children try to balance wobbling building blocks.

They keep trying until they succeed. Staff plan ways for children to explore their emotions. The youngest of children look at books about basic emotions, such as happy or sad.

Older children creatively make faces on leaves. Staff ask questions to encourage children to think and share their thoughts and feelings. Children say that they feel 'nervous' about starting school.

Staff reassure children and say they understand how they feel. This supports children to develop an awareness of a variety of emotions.

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

Leaders and staff provide children with a broad and balanced curriculum that builds on what they already know and can do.

Staff monitor children's progress and identify any gaps in learning. They use this information effectively to target planning for individual children.Staff encourage babies to explore their creativity as they use their hands and fingers to explore foam.

Toddlers use wooden sticks to make marks and dots in the sand. Staff plan unique ways to engage older children in art projects. They learn how to recycle old books.

For example, they use the torn pages to decorate chairs. This helps children to strengthen their small physical skills and learn about different textures.Staff support children's communication and language development from a young age.

They repeat simple key words and use sign language as they talk to babies. Older children confidently engage in conversations with adults and peers. For example, they use words such as 'sticky' as they describe the dough.

However, less-experienced staff's interactions are not always as meaningful. This means that, at times, children are not always fully engaged in learning.The special educational needs coordinator has a wealth of knowledge and is passionate about her role.

She cascades her knowledge to other staff to help them implement teaching strategies. She works closely with key persons and other professionals to swiftly close any gaps in children's development. For example, they put targeted plans in place to meet children's individual needs.

This supports children in achieving the best possible outcomes.Children help to tidy up in readiness for lunchtime. They gather together and listen to stories or sing familiar songs.

However, transitions between routines are not fully effective. For example, some children sit waiting for prolonged periods. This means that children are not engaged and can become a little unsettled.

Mathematics are woven through everyday activities from an early age. Staff count with children at every opportunity. They use counting songs to introduce babies to numbers.

Toddlers count objects as they play alongside staff. Older children learn to recognise halves and quarters as staff chop fruit at snack time. This helps children gain an understanding of mathematical concepts.

Parents are very complimentary about the care and education their children receive. They comment on the support and advice staff give to them, including how to support children's learning and behaviour at home. Staff share information with parents daily.

This provides a consistent approach to children's development.Leaders are passionate about the nursery. They are very reflective and strive to provide the best service they can.

Staff benefit from regular supervisions and training. They feel supported in their well-being and in their professional development. Leaders provide access to a range of support services, should staff need them.

Safeguarding

The arrangements for safeguarding are effective.Leaders organise and manage the nursery effectively. Following a recent incident, they have updated their awareness of procedures to ensure that they make prompt referrals to relevant outside agencies when appropriate.

All staff have a good understanding of their responsibilities to safeguard children. They recognise the signs and symptoms that might indicate a child is at risk of harm or abuse. This includes what to do if they have concerns about another member of staff.

Recruitment procedures are robust. Leaders carry out stringent checks to ensure that staff continue to be 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: review and improve the organisation of transition periods between activities strengthen the support for staff, particularly those with less experience, to develop greater confidence in implementing the curriculum.

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