Clapton Park Childrens' Centre Nursery

What is it like to attend this early years setting?

Children feel secure and comfortable in the setting's calm and supportive atmosphere. They eagerly arrive, and wave goodbye to their parents and carers. Staff provide interesting activities to help children engage in their learning. Older children enjoy circle time activities. They share their thoughts with each other. Children sing songs, such as the morning welcome song. Staff help children to learn the days of the week and months of the year when they sing. Children practise taking turns, learn respect for other's opinions and understand the importance of rules.

Staff provide stimulating learning opportunities for younger children. They enjoy sensory learning experiences, such as water-play activities, which helps them to think creatively. Children learn to pour, scoop and transfer water to different containers. This helps to strengthen their hand muscles and develop their small-motor skills. Children are caring towards each other. They happily play, chat and help each other to problem-solve. Children demonstrate good levels of understanding of their impact on others. They are increasingly considerate, particularly of children who struggle with their conduct and need more support. There is a clear curriculum to support children's learning and help them make good progress over time.

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

• The leadership team effectively reviews practice and provision to make continuous improvements. It successfully notifies Ofsted and the designated officer of any significant events to keep them fully informed and to meet requirements.
• Children enjoy a wealth of opportunities and experiences outside in all weathers. They enjoy developing their curiosity and imagination skills exploring the large, and well-equipped outdoor area. For example, children bury items in the large sand area. They encourage their friends to find the 'buried pirate treasure '. Children develop their large gross-motor skills using bikes, balancing and climbing on the play equipment provided.
• Children with special educational needs and/or disabilities are supported well. The leadership team and staff quickly assess and identify any gaps in children's development. They have a good knowledge and understanding of children and their needs. Staff work closely with parents and other professionals. This helps them to find the best ways to help individual children to catch up with any delays in development.
• Staff put good hygiene measures in place. They encourage children to develop their independence and self-care skills. Children and staff eat a healthy, nutritious meal together, which makes mealtimes enjoyable and sociable experiences. Staff cater for children's dietary needs. They gently encourage children to try new foods. Staff build children's confidence and self-esteem by praising them. They treat each child as a unique individual.
• Staff receive regular supervision meetings and training to help support their professional development. They say that they feel supported well and that they can approach the leadership team for help and advice when needed. The leadership team has identified that there are occasional gaps in staff implementing the curriculum as successfully as possible. As a result, some staff do not fully challenge all children's learning to help build further on their skills and knowledge.
• Toddlers and older children have free access to activities and resources to enhance their play. However, some of the activities and resources for children aged under two years are not accessible to them. This restricts their free choice of what they want to play with.
• Staff support children's mathematical development effectively. For instance, they encourage children to count objects as they play, and point out different sizes and shapes in the environment. Staff sing number songs and rhymes to children. Children count securely and have a good understanding of shape and size.
• Staff have established strong parent partnerships. They share information daily, verbally and in writing. Staff provide an online electronic account of what children have been learning, including special 'wow' moments. Parents speak positively about the communication which they receive about their children. Several parents comment that the leadership team promotes a positive community experience for families.

What the setting must and should do next

The provider should:

• monitor staff's practice more precisely, to ensure that the curriculum is implemented to build on all children's knowledge and skills even further
• make it easier for children aged under two years to freely select activities and resources of their own choice, to support their learning and growing independence.