Baker Street Nursery and Preschool

What is it like to attend this early years setting?

Leaders and managers have worked hard to address the weaknesses in practice highlighted at the last inspection. They have made significant improvements to the care, learning and development for children in the nursery. The manager and curriculum lead have carried out training with staff to put in place a well-sequenced and flexible curriculum that builds on the individual needs of children. Staff consider what children already know and can do when planning what they need to learn next. They make sure children have plenty of choices about what and how they play. Children make good progress from their starting points.

Staff welcome children warmly into the setting. Key persons build strong relationships with children, which helps them to feel safe and secure. Staff place a strong focus on children's personal, social and emotional development. Since the last inspection, staff have created 'wellbeing stations' in each room. They teach children how to use tissues to wipe runny noses, put the tissue in the bin and then wash their hands. They remind children to take drinks frequently and especially after physical activities. Younger children use the new low-level child toilets in the bathrooms when potty training. Staff encourage children to use them and make sure they wash their hands afterwards. Staff explain the importance of this, to get rid of germs and keep children healthy. Children are learning healthy, hygienic practices and how to take care of themselves.

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

• Staff focus on supporting children's communication skills. They ask questions and pose challenges to improve children's vocabulary and concentration. Staff find out about words in children's home languages for those who are learning to speak English as an additional language. They use signs, words and gestures to help children interact with staff and other children. Staff provide time for children to respond and accept that communication might be non-verbal. Children are learning that their thoughts and ideas are valued, and they are becoming good communicators.
• The special educational needs coordinator (SENCo) works in partnership with key persons, parents, and other professionals to put in place targeted support to meet children's individual needs. Plans for learning include appropriate targets to help children achieve well. For example, they use strategies, such as visual clues, to help children with special educational needs and/or disabilities (SEND) to make connections between words and objects, which supports their understanding about changes in the routine.
• Children's behaviour is good. Staff use consistent messages to help children understand expectations. For example, when older children are playing the musical instruments loudly and roughly, staff sensitively intervene. They suggest that children try to play them loudly, then softly, and quickly and slowly. Children soon have fun following the instructions. They count beats and stop and start as staff skilfully extend their learning and development.
• Staff plan group activities for children. However, on occasion, staff do not use them at the most appropriate times. For example, staff working with the older children set up a 'letters and sounds' activity after lunchtime. However, at that time, children are also getting ready to go on an outing, so they come and go from the activity as they need to put on their coats. Staff do not give children the opportunity to participate and engage as well as they could. Children miss out on enhancing their learning as well as possible.
• Staff encourage children to use their senses to explore different materials and develop their physical skills. Younger children use their hands and tools as they manipulate dough. They show staff the 'gingerbread' figure they make by pressing the shaped cutter into the dough. Older toddlers use brushes to create paintings and chalks to make marks on the ground outdoors. Staff ask them to name the colours and talk about the shapes. Children know when they have drawn a circle on the floor. Older children experiment with shaving foam. They press the button on the can to spray more foam out and describe what it feels like on their hands.
• Children have fun outdoors. Staff build on learning by reading familiar stories and encouraging children to recall and act out the storyline. Children excitedly recall characters and pretend to walk through the tall grass, swim across the river, wade through the 'squelchy mud' and find the bear in the 'cave'. Staff use the outdoor resources, such as the water tray, mud kitchen and playhouse, as props and take children on the adventure with them. Children gain new vocabulary and learn about the wonder of books and stories.

What the setting must and should do next

The provider should:

• improve the way staff use adult-led group activities so that all children have the opportunity to participate and be involved.