Chingford House Nursery

What is it like to attend this early years setting?

Children are happy and well-settled at the nursery. They are greeted warmly by familiar staff as they arrive. This helps children to feel secure as they say goodbye to parents and carers. Children settle down to play and show a strong sense of belonging. Babies explore the indoor and outdoor areas confidently, making choices about their play. Older children are proud of their rooms and enjoy showing visitors the displays that they have created. Children of all ages show good personal care skills. For example, babies know where to find tissues and learn how to wipe their noses independently. They are taught to throw their tissues in the bin and wash their hands, which helps them to develop good hygiene routines.

Children learn to value their uniqueness and to understand and respect their differences. For instance, children and staff celebrate the diversity of languages in the nursery by singing songs in their home languages. This helps to boost children's self-esteem. Children understand the high expectations of staff. They are positive about their learning and behave well. Children are careful with the toys and resources and display kindness towards others. During group circle times, toddlers discuss their emotions and explain why they feel as they do. They quickly develop the confidence to express themselves because of the sensitive support from staff.

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

• Since the previous inspection, leaders have worked hard to raise the quality of the provision. There is a clear vision for future improvements and staff morale is high. Leaders have strengthened the systems to train and mentor staff. This has helped staff to improve their knowledge and teaching skills. For example, staff have a better understanding of how to promote children's early writing. However, some staff need more support to apply what they have learned consistently to their practice.
• Staff interact positively with children and provide a broad curriculum, based on the things that children enjoy. For example, staff provide activities and resources inspired by children's interest in animals and vehicles. Children discover new words and information as they look at books on these topics. They develop their creativity by making models and developing stories. This positive approach helps children to become confident and enthusiastic learners.
• Children show positive attitudes to learning. For example, older children make up storylines as they play with toy vehicles in the sand tray. They are confident to explore their ideas as they add water to make 'sticky mud'. Children discuss how they can free a toy bus that is stuck. They demonstrate a broad vocabulary and good thinking skills as they describe using a submarine to rescue the vehicle.
• Staff monitor children's development well and have a good understanding of their learning needs. They speak confidently about the progress the children have made and how they will support their next steps in learning. Staff work closely with parents and have developed links with other professionals, to help support children with special educational needs and/or disabilities (SEND). This helps to provide a consistent approach to children's care and learning.
• Overall, staff support children's language and communication skills well. They have received focused training in this area, which has taught them some effective teaching strategies. For instance, staff recognise when to simplify language, to help children understand and learn new words. However, staff could consider a wider range of ways to help children with SEND and those who speak English as an additional language to develop their communication skills.
• Children are active learners and relish the opportunities to play in the nursery garden each day. Older children enjoy regular forest school activities, where they explore the natural environment. This provides them with a wider range of physical challenges and helps them to learn about keeping safe.
• The partnerships with parents are valued and well established. Parents report that they are exceptionally well informed about their children's learning, which helps them to continue this at home. Some parents comment that they chose the nursery because it is very inclusive, staff are friendly and they feel welcomed.

What the setting must and should do next

The provider should:

• help all staff to make the most of professional development opportunities and consistently apply what they have learned, to further improve the quality of teaching
• support staff to build further on the ways that they promote children's communication skills, particularly for children with SEND and children who speak English as an additional language.