Bal Krishna Nursery

What is it like to attend this early years setting?

Children thrive in this safe and welcoming nursery. They have excellent bonds with staff and settle quickly into a wide range of activities. Children use their imagination and are creative with the available resources. They use large cardboard boxes to make a train, chatting with their friends about where the train will take them. In the mud kitchen, they use a potato masher and spoon to mix mud, water and bark. They pour it into a cup and offer the 'hot chocolate' they have made to visitors.

Children are motivated to learn and concentrate well during different activities. They are learning how to play alongside others, share resources and take turns. Children work well together to create an enormous painting. They discuss the colours they will use and experiment with making different marks with their fingers, different-sized brushes and paint rollers.

Children listen well and understand the rules that are in place to keep them safe. When using the scooters and bikes, one child holds the traffic lights. Children remind each other that they need to stop when the lights are red to make sure the 'road' is safe.

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

• Staff know the children well. They accurately assess what children need to learn next and quickly identify where children may need additional support. Children with special educational needs and disabilities are supported well. Their parents praise staff for ensuring that all children are included in every activity with the support they need.
• Leaders and managers share a vision for the nursery. Together with the staff team they provide a curriculum that offers a wide range of experiences for children to help them make the best possible progress. Staff are dedicated practitioners who strive to provide the best possible care and outcomes for all children. Leaders support staff to complete training to enhance their professional development.
• Staff are positive role models for children. As a result, children behave very well and use good manners with the staff and their peers. They are considerate of others' feelings and show respect for each other, as well as the equipment. Parents and leaders work together with the children to show respect for and thanks to the staff who teach them during the Guru Purnima celebrations.
• The manager recognises the impact of the COVID-19 pandemic on children's communication and language skills. Staff sensitively model words back to children to support clear pronunciation and use songs to help children hear new words. However, staff do not consistently support children with their developing communication and language skills. For example, they do not always allow sufficient time for children to answer questions. This means that some children's speech development is not progressing as quickly as it could.
• Staff understand the importance of promoting children's health. Children benefit from opportunities to be physically active throughout the session. They take part in regular yoga sessions to support both their physical and mental health. The food is cooked by the nursery's chef and follows the Sattvic vegetarian diet. Children are encouraged to try different foods and flavours, and parents say that their children are more open to trying new foods.
• Staff have designed a curriculum based on the Hindu values of respect, culture, inspire and collaboration. These values weave into all aspects of the children's learning. Staff teach children about other cultures and religions through celebrations and stories. This helps children to develop understanding and tolerance of the community beyond their own.
• Partnership with parents is very strong. Parents speak highly of the nursery and praise the staff for going 'above and beyond' to support their children. Good communication ensures parents know what their children can do and what they will be learning next. Parents are also invited to share their skills and knowledge with the children, for example helping the children to plant and grow vegetables.

What the setting must and should do next

The provider should:

• strengthen staff's knowledge of how to support and develop children's communication and language skills consistently.