Aristotots Nursery School (LB)

What is it like to attend this early years setting?

Children are settled, content and happy. Children thrive in calm, warm and welcoming environments. They mirror the behaviour of adults as they are polite, calm, and caring towards each other. Children readily share toys and eagerly help to tidy up after themselves, including the very young babies. For example, younger babies are supported to clear their plates after lunch. Children form warm relationships with their key person. For example, they often return to them for reassurance.

Children are enthusiastic and concentrate well on activities. Staff are sensitive to potential issues caused by the COVID-19 pandemic. For example, during each lockdown they kept in touch with their families and children to support their well-being, and continue to do so. Good security systems are in place and staff explain these to children, to ensure they feel safe.

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

• Children show a love for books and reading. They independently select books and share this with the adults. Children remember and recall events from stories and use this to make links to real life. For example, they understand that their house is strong as it is made from bricks and even the 'wolf' from a favourite story cannot blow it down. Younger babies use their senses as they explore books with an adult.
• Children show great care and concern for others, including their nursery pets. For example, they have a dog and rabbits that often visit the setting. They also visit their local reptile centre to further develop their knowledge of other living creatures, such as spiders and tarantulas.
• Children's physical skills are supported well. Young babies are given an opportunity to climb steps on a climbing frame. This helps them to develop the correct techniques to get them ready to climb the stairs leading to the toddler room located on the first floor. Children also participate in gymnastic sessions and enjoy taking part in active play in the outdoor area.
• Leaders and managers thoughtfully consider staff training needs. They offer regular supervision to ensure all staff have embedded safeguarding knowledge and are fully aware of the referral procedures.
• Children have many opportunities to learn about other cultures and beliefs. A day in the month is chosen to celebrate a culture and children learn about this and enjoy cultural food on the day. They also make their own family books that are placed in the reading area, allowing children to share this with their peers.
• Partnerships with parents are good. Parents comment about how happy the children are to attend the setting. They state staff communicate well and spend time to get to know their children.
• Staff understand the importance of supporting young children to develop their communication and language skills. For example, they are encouraged to say please and thank you at mealtimes. However, staff have not considered extra ways of supporting the communication and language development of those children who may have additional needs.
• Children are not given enough opportunities to think critically and investigate if predictions they make are correct. For example, they are not given sufficient time to identify which of their toy cars travels the furthest during an activity.

What the setting must and should do next

The provider should:

• consider how to further develop children's ability to think critically to see if the predictions they make are valid
• enhance learning opportunities to support children's language development, including those who may have additional needs.