Bambino Nursery Hainault

What is it like to attend this early years setting?

Children are happy and settled at this nursery. They arrive eagerly with beaming smiles. Children receive lots of individual care and attention from the nurturing staff. For instance, staff quickly notice when new children need support to join in with activities. They encourage them to come and see what is happening and to have a go. Therefore, children feel welcomed and included. They develop strong bonds with staff, which enables them to feel safe and secure.

The manager and staff have high expectations for children and provide a vibrant, well-organised learning environment. Children are motivated to investigate the stimulating and adaptable resources, such as sand, play dough and construction sets. They become highly engaged and demonstrate creativity as they play. For instance, children work cooperatively to create a 'bus' using crates and other 'loose parts' materials. They develop their imaginations and share their ideas as they enjoy an imaginary bus ride together.

Children become independent and begin to manage their personal care needs. For instance, they hang up their coats on arrival and wash their hands before eating. Children spend lots of time outdoors and develop secure physical skills, such as by running, climbing and using obstacle courses. They enjoy nutritious meals and learn about the importance of good oral hygiene. This helps them to adopt healthy habits for later life.

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

• The manager, who is also the owner, has a strong vision for the nursery. She is committed to providing all children with a happy and positive start to their education. She and the dedicated team constantly reflect on the setting and make effective changes to enhance the curriculum. For example, the manager understands that good language skills are key to children's learning. Therefore, she ensures that staff receive training to constantly develop their knowledge in this area.
• Staff recognise that stories are a useful way to capture children's interest and support their learning. Therefore, they often use books as a foundation for the curriculum. Children hear a broad range of vocabulary as they listen to stories. They remember what they have learned and use new ideas to enrich their play. For example, while children explore themes from a book about a zoo, they sing songs, pretend to move like animals and create colourful paintings.
• Children and staff come from a diverse range of cultures and backgrounds, all of which are highly valued in the setting. Staff provide resources, displays and activities that reflect children's experiences at home and the important events in their lives. This helps all children to develop high levels of self-esteem.
• Staff know their key children well and talk about them with genuine affection and enthusiasm. They are quick to identify any concerns about children's development and provide additional support. This includes working alongside other professionals when needed. This early intervention helps all children, including those who have special educational needs and/or disabilities, to make good progress.
• In general, the routines and activities are well organised to support children's care and learning. However, staff do not always consider children's individual abilities when organising large group activities, such as circle times. For example, some children lose focus because turn-taking activities go on for too long. Therefore, they do not benefit as much as possible from the experience.
• Children have lots of real-life opportunities to learn about their community. For example, they visit a local home for the elderly to enjoy songs and activities with the residents. This helps children to develop respect for others and prepares them well for life in modern Britain.
• Staff promote children's positive behaviour and help them to settle occasional disagreements. Therefore, children listen to staff and follow the routines well. However, staff could do more to teach children about the possible impact and consequences of their actions. This would help children to understand the reason for rules and boundaries and begin to moderate their behaviour independently.
• Staff encourage parents to be active partners in their children's learning. For example, they promote reading with children at home and discuss a shared approach to issues such as potty training. This helps staff and parents to support children's development together. Parents feel welcomed and speak highly of the staff. They say that their children love attending and make good progress.

What the setting must and should do next

The provider should:

• work with staff to improve the planning and delivery of large group activities, to ensure that they support individual children's learning effectively
• help staff to teach children about the consequences of their actions and how to regulate their own behaviour.