Auden Place Community Nursery

What is it like to attend this early years setting?

Children arrive happy and excited to begin their day at nursery. They are greeted warmly by their key persons and by managers. Parents share relevant information with staff to ensure children are supported as they move from home to the nursery. Inside, children follow the nursery routines as they hang up their coats and belongings before calmly entering the play space. Children who are settling, and who feel less secure when they arrive, are well supported. They receive warm cuddles from their key person, who talks to them gently and reassuringly to boost their confidence.

Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). Key persons know their children very well. They plan stimulating activities based on the resources the children are interested in, ensuring that they make good progress and are always fully engaged in their learning.

In general, children's behaviour is good. Staff remind children about sharing and cooperating with their friends. They praise them when they behave appropriately and 'do the right thing'. Children are self-assured and confident when interacting with others. Babies independently approach staff, engaging them by showing them their favourite toys. Older children happily discuss their preferred activities and the daily routines of the nursery.

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

• Leadership and management of the nursery are good. Managers know the local community well, and use this knowledge to provide targeted support for children and their families. Policies and procedures are comprehensive, supporting the smooth running of the nursery.
• Managers understand the importance of ongoing self-evaluation. They welcome feedback from parents, staff and external agencies, and proactively address any issues to improve the provision for children.
• Staff feel valued and well supported by their managers. They participate in regular supervision sessions, where their personal development needs are discussed, and attend training sessions to update their skills and knowledge. This helps staff to continuously improve their effectiveness in supporting children's learning.
• The curriculum is well planned and sequenced. It provides many opportunities for children to build on their previous knowledge and skills as they move through the nursery. The focus is on the prime areas of the early years foundation stage, to ensure children are well equipped for the next stage in their education.
• Children become independent and confident learners. They demonstrate good perseverance skills, staying with activities for long periods of time. They are well supported by staff, who understand the developmental needs of young children.
• Children enjoy playing together, sharing their ideas and learning from one another. For example, older children role play a party for the dolls. They discuss the food they will provide and how many guests to invite. However, during some group activities, older children use very loud voices. They do not understand why it is important not to do so. Staff do not explain the impact this behaviour can have on other children's concentration and learning or demonstrate how to use an 'inside voice', reinforcing children's understanding.
• Communication and language teaching for older children is good. Staff model the correct use of English and constantly expose children to spoken language. They describe what children are doing and ask questions to encourage children to speak. However, some staff working with the youngest children are not as skilled. They do not engage them in regular conversation, and miss opportunities for children to practise their communication skills.
• Children with SEND are well supported by the special educational needs coordinator and their key person. Staff identify any difficulties early on. When appropriate, they work with other professionals, targeting support to meet children's individual needs.
• Trips are an important aspect of the curriculum. Children enjoy being physically active on their daily visits to the local park. They learn about the features of the local area on regular walks and develop skills for their future lives by visiting central London landmarks and museums.
• Parents are full of praise for the nursery and staff. They value the advice and support staff provide and feel very well informed about their children's learning and daily experiences at nursery. They particularly enjoy the wide range of social activities staff organise, as these allow them to get fully involved in the life of the nursery.

What the setting must and should do next

The provider should:

• ensure children understand the impact their voices can have on other children's concentration and learning, consistently reinforcing the use of quieter voices inside
• develop the communication and language teaching skills of some staff who work with the youngest children.