Beis Chinuch Childcare

What is it like to attend this early years setting?

Children say they like coming to this nursery. They arrive with big smiles and are ready to join in with activities provided. Staff take time to speak to parents in the morning. This ensures the move between home and the nursery is easy for children. Children feel safe and secure. They form positive relationships with staff, who are very attentive and sensitive to their needs. For example, staff swiftly recognise when babies are tired and need rest. Children approach staff for comfort and support when needed. For instance, they ask for help to solve a conflict over bubble wands.

Staff generally want children to achieve all that they can. They understand the intent of the curriculum and plan activities that are based on children's interests and what they need to learn next. For example, children learn parts of the body through singing action songs, such as 'Head, shoulders, knees and toes'. All children make good progress in relation to their individual starting points, including those with special educational needs and/ or disabilities.

Children behave well. They learn to follow daily routines and understand what staff expect of them. Staff are good role models. Children use previous experiences in their play and have positive attitudes to learning. For instance, some children have younger or older siblings, and act out the role of the parent who cares for a baby during the role play.

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

• Staff support children's communication skills well. For instance, thy introduce new words and use repetition to help children remember them. Babies babble happily and use facial expressions and gestures to express their needs and wants. Toddlers learn nursery rhymes, such as 'One, two, buckle my shoe', and repeat short familiar phases. Staff encourage older children to share their ideas during play. They extend children's language skills effectively, including introducing prayers in Hebrew.
• Children's love for books is promoted from an early age. Babies and toddlers explore texture books and look at pictures while staff tell them stories. Children from the oldest group maintain focus as they listen to the story about animals read by staff. Children's interests and knowledge of animals were extended recently when they experienced a petting farm.
• Staff understand the importance of free movements for young children. They provide opportunities for children to practise their gross-motor skills, such as jumping, dancing and using wheeled toys. Children strengthen their small muscle skills through messy play and mark-making activities. This prepares them well for the next steps of their learning.
• The manager and staff ensure that the packed meals that children bring contain healthy food. The setting's procedures in relation to hygiene are implemented well. Staff ensure that all children wash their hands before eating. During meals, staff talk to children about the importance of eating vegetables. They discuss what children are eating and make plans for baking activities. Staff encourage children to eat independently but remain vigilant and offer support when needed.
• The manager shows a good commitment to the professional development of staff. She organises regular meetings for staff to discuss children's development. Staff access training, including 'supporting children's communication and language development'. This led to further improvements in this area. Staff support children who find communication more difficult by using effective strategies. This ensures any gaps in learning close quickly.
• Overall, the manager and staff provide a well-balanced curriculum. This supports all areas of children's learning. For instance, children learn simple science as they explore objects floating and sinking in the water. However, there are some inconsistencies in the quality of teaching. Staff do not always provide challenging activities as children play, to maximise their learning, including when they are outdoors.
• The manager and staff involve parents fully in their children's learning. They discuss children's progress and regularly make suggestions on how parents can support children's learning at home. Parents speak highly of the nursery and staff. They say that children love coming to the nursery, and they are very happy with the care provided.

What the setting must and should do next

The provider should:

• provide higher levels of challenge, including when children play outdoors, to maximise their learning.