Bright Starz Day Nursery (Chingford)

What is it like to attend this early years setting?

Children enjoy their time at the nursery and demonstrate that they feel safe, settled and happy. They actively engage in activities of their own choosing from a good range of resources. They develop their fine motor skills and hand-to-eye coordination as they place wooden shapes onto rods, post shapes and stack bricks on top of one another. Children demonstrate high levels of engagement in small-group activities, such as searching for hidden objects, feeling them, taking turns describing them and guessing the name of the object.

Staff know the children well and build on their individual needs and interests. They plan opportunities to expand children's knowledge and skills through personalising the activities. Staff introduce new vocabulary and model correct pronunciation to extend children's knowledge. They use words such as 'butternut squash' and descriptions such as 'healthy with vitamins' during lunchtime.

Children practise yoga moves with staff, developing their physical skills as they learn how to stretch their bodies. Children continue to demonstrate their physical skills in the outdoor area as they confidently balance on the tyres and ride their bicycles and tricycles. They use their imaginations as they share and take turns pretending to cook, adding bark to the frying pans and saucepans.

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

• Staff provide an inclusive environment. Children with special educational needs and/or disabilities (SEND) benefit from very positive interactions. Staff work closely with parents and other professionals. Individual support plans are devised to support and monitor children's progress. Children's backgrounds are celebrated as staff communicate with children in their home language.
• Parents speak highly of the nursery and report that they feel well informed about the developmental progress their children are making. They describe staff as 'caring' and 'friendly'. Parents are very pleased with the progress their children have made since attending, in particular with their communication and language development.
• Children are very well supported to become independent. Babies use spoons to feed themselves during snack time. Older children enjoy skilfully serving themselves at mealtimes, pouring soup from a jug and helping themselves to bread. This prepares them well for their next stages of learning, including starting school.
• Children know the routines well. Some staff are particularly effective in supporting children's transitions using visual prompts. In the pre-school room, a child was encouraged to join the table by being shown the food that was on offer. This supported the child's understanding of lunchtime and sitting at the table.
• Staff are responsive to children. They intervene and support when necessary. Children demonstrate a clear understanding of the rules and behavioural expectations. This supports them to behave very well. They are kind and courteous towards their peers and staff.
• Babies enjoy singing familiar songs using actions. Staff encourage them to explore a range of experiences, such as the sensory toys and treasure baskets. Babies vocalise and make sounds, communicating with each other by making eye-contact, using facial expression and gesture.
• Children's key persons generally have an in-depth knowledge of each individual child. Staff regularly observe children and use this information to help them assess the progress they are making. This informs the next steps needed to further enhance children's learning. Planning of activities is based on this information. However, this is not always consistent for all children, particularly those who are settling in. In addition, not all parents are completely sure who their child's key person is.
• Staff use sign language and actions to accompany their communication. Children engage in back-and-forth interactions as staff model the correct pronunciation of words and introduce new words during play. Children show good concentration as they listen and follow instructions. Staff skilfully weave mathematics through the activities to extend the children's understanding.
• The manager is highly reflective and implements a programme of training and support. This helps staff to develop their skills and knowledge. Supervision and regular observations of the staff further supports the staff to reflect and improve their practice.

What the setting must and should do next

The provider should:

• strengthen the role of the key person so that it is consistently effective in promoting all children's progress and development to the highest level.