Ateres Beis Yaakov

What is it like to attend this early years setting?

Children are happy and safe in this warm environment. They benefit from the wide range of interesting and exciting activities which are planned based on their interests. For example, children learn about how a plant grows as they plant flowers in the garden. Children have strong relationships with staff. They approach staff for comfort where necessary. Staff have high expectations for all children. They work hard to meet the needs of each individual child so that they fulfil their potential.

Children understand the well-embedded routines at the setting. For example, they understand clearly when it is time to tidy up and work as a team to tidy up the room. These clear routines help children to feel safe and secure. Children's achievements at home are celebrated through 'mitzvah notes', which parents send in when children have been particularly kind or helpful at home. Children beam with pride as these notes are read out in front of their peers. This helps children to understand how much their achievements are valued and raises their self-esteem. Staff praise children warmly when they show positive behaviour. For example, they say, 'Well done for finding a chair to sit at.' This teaches children expected behaviour and means that children behave well.

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

• Leaders are clear about what they want children to achieve through the communication and language curriculum. Staff develop children's communication and language skills well. They narrate what children are doing as they play and explore. For example, staff explain that children are using a 'trowel' as children dig in the soil. This helps children to build their vocabulary and make progress in their language development.
• Children really enjoy the many opportunities they have to look at books independently or with a member of staff. They often approach staff to ask them to read a book to them. This supports children to develop a love of reading and develop their range of vocabulary.
• Staff teach children to be kind and caring to each other. Children learn to work well together. For example, children work as a team to use tweezers to put pom-poms into a bag together. This demonstrates that they are able to interact positively with their friends.
• Staff think carefully about how to support children to develop their physical skills. For example, children ride bikes, climb on the climbing frame and fish for toy frogs. Children strengthen the muscles in their hands through many opportunities throughout the day. For example, they peg socks on the line, fill toy trucks with rubble and pour sand between containers. This ensures that children make good progress in their physical development.
• Staff teach children to develop their independence well. Children unpack their bags and change their shoes confidently. This helps children to be well prepared for the next stage of their learning journey.
• Leaders support children with special educational needs and/or disabilities well. They identify any concerns they may have about any areas of a child's development early. They work closely with parents and external professionals to put additional support in place for these children. This means that these children make good progress and achieve their learning targets.
• Leaders ensure that staff receive the targeted professional development opportunities that they need to strengthen their teaching skills. They observe staff regularly and provide them with support based on these observations. This ensures that the quality of teaching is good.
• Parent partnerships are strong. Leaders work hard to build a strong sense of community for the families of the nursery. For example, they arrange support for families who may have changes in their life such as a new baby. Parents speak very highly about the strong communication and the warmth of the staff. This supports children to transition easily between home and nursery.
• Children take part in regular group circle times throughout the day. They enjoy singing songs or prayers or listening to stories during these times. However, on occasion, staff expect children to sit and concentrate for too long. This means that children sometimes become restless and unable to focus at these times.

What the setting must and should do next

The provider should:

• consider the length of time that children are expected to sit and listen during adult-led activities so that children make as much progress as possible at these times.