Claire Bears

What is it like to attend this early years setting?

Staff create a welcoming and friendly environment, with a broad range of activities to spark children's interest and curiosity. This helps children to arrive happy and settle quickly into their play. Staff know children very well and help them to form positive attachments and relationships in the nursery. Children demonstrate that they feel safe and secure as they explore the environment independently.

Leaders and staff have high expectations of all children and are ambitious for all children to achieve well. Children make good progress and are well prepared for the next stage in their learning. This includes transition to school, where appropriate. The curriculum is well thought out and stimulating. It is based on the individual learning needs of children. Staff spend time finding out what the children already know and what they need to learn next. For example, as children show interest in animals, staff introduce the 'Dear Zoo' book to teach children about different animals and their habitats. Staff have planned a trip to the London Zoo, which will expand on children's experiences further.

Children are well behaved. Staff help them to learn about their emotions and how to manage them. This enables children to regulate their behaviour effectively. Children have good manners. They use them spontaneously or with gentle reminders from the staff, who are good role models of behavioural expectations in the nursery.

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

• Leaders have made needed improvements since the last inspection and have addressed the actions raised. For example, they have improved the supervision of staff and provided them with training. This has helped to raise the quality of education and teaching to a good level. Staff adapt their teaching to meet the learning needs of all children. This includes children with special educational needs and/or disabilities.
• Overall, staff support children's communication skills well, such as by introducing new vocabulary and encouraging conversations. However, at times, some staff use incorrect grammar and words when speaking to children. For example, they describe a sheep as a 'baa-baa' or when children look at the sky, staff say 'oh, you see a birdie'. Therefore, some children learn to use incorrect forms of speech to express themselves.
• Staff support children's physical development effectively. They ensure that all children benefit from daily activities outdoors to exercise their large muscles. For instance, children run, balance and jump. Staff ensure that children strengthen their small muscles as they explore malleable materials such as play dough. These activities help children to build their physical skills.
• Staff promote independence. They support children to learn how to do things for themselves. For example, babies are learning to eat with spoons. Older children regularly cut their own fruits and manage their personal care. Staff give them lots of praise to build their self-esteem as they manage tasks.
• Older children learn good hygiene practices, such as learning how to wipe their noses and wash their hands regularly. However, good hygiene practices are not followed consistently by all staff. For example, on occasion, staff do not ensure that young children wash hands after nappy change routines. This does not help to fully support children's healthy lifestyles.
• Leaders and staff meet regularly to consider how they can further improve children's experiences. For example, children learn about 'people who help us,' such as lifeguards. Staff provide opportunities for children to meet lifeguards and to explore waterways while canoeing. This helps children to build their confidence and have 'can do' attitudes to new adventures and learning.
• Children have countless opportunities to learn about the world around them. For example, they go on regular trips to local parks and playgrounds. Staff use this as a way to teach children about keeping themselves safe and about the local community.
• Staff ensure that group rules are well embedded. Older children remind younger ones of acceptable ways to behave. Children are highly motivated and persevere with challenging tasks, such as climbing on outdoor equipment. Staff support children effectively, when needed.
• Partnerships with parents are strong. Parents comment that staff are caring and that they are well informed about all areas of their children's development. They are delighted with the progress their children make.

What the setting must and should do next

The provider should:

• help staff to further improve their support for children's language development, particularly by using correct words and grammar when speaking to them
• ensure staff follow hygiene and handwashing routines consistently to fully support children's healthy lifestyles.