Abacus Early Learning Nursery

What is it like to attend this early years setting?

Managers and staff plan a variety of enriching trips for children to discover and explore their local area. For example, children visit the Saatchi Gallery and the Natural History Museum. Children regularly carry out performances at the local theatre. When children visit the Natural History Museum, they are fascinated to see dinosaur bones. Staff extend children's knowledge on return to the nursery by planning dinosaur activities. These real experiences help children to remember long term what they have learned.

Children enjoy warm and nurturing relationships with staff who they know well. In the baby room, staff secure strong bonds with babies as they help them to explore sensory materials. Babies sit on the laps of staff as they read stories. Outside, staff praise toddlers as they teach them to ride on wheeled toys. Children giggle with delight as they celebrate their success. Children have positive attitudes to learning. They behave well.

Staff have high expectations of children. They plan challenging opportunities for children to learn new language. Pre-school children learn the words 'lava' and 'eruption' as they conduct science experiments. They brim with excitement as the lava spills over the 'volcano'. Children practise new words they have heard through back-and-forth conversations with their friends.

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

• Managers create a curriculum with a clear intent. This is effectively shared across the nursery. All staff share the vision for promoting children's knowledge through high-quality, real experiences. They plan activities which extend children's knowledge and skills. Children are well prepared for the next stage of their education.
• Staff understand how young children learn. They are able to identify any gaps in learning. When children need additional support with an area of learning, staff work with external agencies. Children with special educational needs and/or disabilities are well supported.
• Staff find out what children know and can do. They use this to plan activities that focus on children's next steps. Managers successfully track the progress of all children to identify gaps in learning. Children reach their milestones and make good progress.
• Staff understand how to support children to learn new language. Overall, the quality of interactions across the nursery is high. However, on occasion, staff do not always thoroughly check children's understanding of concepts or words. Not all children are able to confidently apply their new knowledge in their play.
• Staff create opportunities for children to be physically active. Children spend extended periods of time in the garden and walk to the local forest to explore the large open space and natural materials. Children are learning about the world around them as they notice changes throughout the seasons. Children run and explore; they learn about road safety as they listen to adults and follow their instructions.
• Managers effectively organise the setting and share their vision with staff. However, on occasion, staff are not effectively deployed to maximise children's learning. Not all children benefit fully from interactions with staff.
• Parents are happy with the care that children receive at the nursery. They report that the information that they receive helps them to extend their children's learning at home. In particular, parents say that children are developing social skills. They say that they are learning to share and take turns.
• Staff create a culture of respect and tolerance for others. They plan a wide variety of opportunities for children to learn about other people and communities. This includes inviting visitors to the nursery to share their experiences. Children learn about what makes them unique and celebrate their similarities and differences.
• Managers work with staff to identify their learning styles. They take this into account when planning regular training opportunities for staff. Staff have recently completed training on outdoor play and behaviour management. The knowledge and skills of staff continue to improve over time.

What the setting must and should do next

The provider should:

• strengthen peer-to-peer observations to enhance the teaching of new concepts and vocabulary to all children
• further develop the deployment of staff so that all children reach the best possible outcomes in adult-led activities.