Clarence House Luton

What is it like to attend this early years setting?

Management and staff warmly welcome children on their arrival. Children settle quickly. They behave well and demonstrate a positive attitude to their learning. Staff provide opportunities for children to be physically active in the fresh air. Older children demonstrate their climbing skills as they access large play equipment. They slide down the rope and enjoy descending the slide. Staff provide water and soil for younger children to explore and show them how to build a sandcastle. Children copy, demonstrating their hand-eye coordination skills as they carefully use the spade to fill their pots. Additionally, younger children learn how to make loud and soft sounds as they explore a range of musical instruments in the colourful outdoor play tent.

Staff build on children's ideas and thoughts. For example, children's interest in robots led to activities such as constructing robots using recycled materials. Additionally, staff broaden older children's knowledge of different landmarks around the world, such as the Taj Mahal and Eiffel Tower. Older children look at the world map, talk about countries they have visited and make pretend passports. Staff encourage older children to use their developing muscle strength as they knead dough. They provide opportunities for older children to practise their scissor skills as they carefully cut flower stems and petals. Children concentrate and persist for a sustained period of time. Staff successfully use this opportunity to talk to children about how flowers grow and bloom.

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

• The proactive management team has worked hard to develop and progress the nursery. They have created a home-from-home environment and are continually looking at ways to make ongoing improvements. For example, planning systems have been revised and parent partnerships enhanced. Additionally, the management team supports staff well-being and values the benefits of regular staff training to enhance and refresh their existing knowledge and skills.
• The curriculum is planned to support the foundations for the children's future learning. Staff implement an effective key-person system and complete ongoing observations of the children to monitor their progress and well-being. This supports staff to understand each child's personality, interests and ongoing learning needs. Staff demonstrate that they know the children well. However, on occasions, some staff do not use spontaneous opportunities to further enhance children's thinking and enjoyment. Additionally, routines, particularly for younger children, are not always effective. For example, when younger children transition from the outdoor to indoor environment in readiness for their lunch, it is disorganised. Some children become upset and wander around the room, and noise levels rise.
• Staff provide activities that help develop children's language skills. For example, younger children confidently name different animals and imitate their associated sounds. They enthusiastically 'meow' like a cat and 'moo' like a cow. They learn songs, such as 'Old McDonald Had a Farm'. Staff successfully introduce older children to a wider range of vocabulary through the activities they provide and by frequently sharing storybooks with them. Children listen well, answer questions and show a genuine interest in the illustrations.
• Management and staff spend time talking to parents and getting to know children's care needs and stage of development before they attend, for example during settling-in sessions. This helps to ease the transition from home to the nursery. There is a good two-way flow of communication. Parents receive daily feedback and updates about their children's progress via an app. They are invited to join special celebrations, such as a Mother's Day tea party. Parents speak positively about the nursery.
• Staff support children who receive early years pupil premium. For example, additional funding is used to enable specialist gymnastics sessions. This has supported children to develop their resilience and physical skills while enhancing their confidence and ability to work as a team with their peers.
• Staff support children with special educational needs and/or disabilities effectively. They involve parents in discussions and decision-making about their child. Staff work with other professionals to take account of their advice and plan specific activities to support the targets set for each individual child. This ensures all children are included and make progress alongside their peers.
• The nursery notified Ofsted regarding a recent incident at the nursery. However, the management team took immediate action to ensure this does not happen again. Staff have been reminded of the procedures to follow to ensure all children are accounted for when they come inside from the garden. Head counting procedures have been revised, and a record of this is now maintained.

What the setting must and should do next

The provider should:

• support staff to use every opportunity to extend children's learning during their spontaneous play
• review the organisation of routines to better support children's individual needs and learning outcomes, in particular during transition times for younger children.