Coin Street Neighbourhood Centre

What is it like to attend this early years setting?

Children eagerly enter the nursery and are warmly greeted by staff. Babies form secure relationships with staff which they demonstrate by reaching out to be cuddled. Toddlers show curiosity while exploring the spacious play area. For example, they examine cooking utensils in the pretend kitchen and move on to pack and unpack bags with toy foods. Children develop independence as they are encouraged to select their own activities. For instance, children of all ages choose books and seek out staff to read to them.

Children develop mathematical skills as they learn about weight while placing sand on balancing scales. Staff encourage children to identify which side is heavier and possible ways of making them equal. Children are confident communicators and delight in sharing their achievements. Older children take pride in describing how they use recyclable materials from home to make their model 'Robbie Robot'. They articulately share that they collected items at home to bring to nursery to be 'recycled'. Children correctly name which materials are put into which recycling containers. Children benefit from new experiences in the wider community. For example they travel on underground trains to museums to learn about transport, and they develop physical skills while walking to and playing in local parks.

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

• Children develop positive behaviours and are respectful of each other. For example, when children want to use a particular pair of scissors a peer is using, they use a sand timer to monitor the time until it is their turn. This helps children to learn to self-regulate their behaviour and to share. Toddlers are encouraged to understand expectations and boundaries to help them learn to assess risks. For example, staff ensure that toddlers wait at the top of the climbing equipment until the space at the bottom is clear before they slide down. Staff give positive praise for 'good waiting' and children smile in recognition of their success.
• Toddlers develop gross motor skills while climbing steps in the soft-play area. Initially, they are supported by staff holding their hand. As children become more stable and confident on the steps, staff gradually remove their hand enabling children to learn new skills. Staff offer words of encouragement, motivating children to take risks and attempt to climb down the steps independently. This helps children to build resilience and develop physical skills.
• Overall children make good progress with communication and language skills. Staff model language to babies and toddlers as they look at books. Children are encouraged to point to bugs hidden beneath the book's flaps. Staff ask open-ended questions, encouraging toddlers to name and identify members of their families shown in photographs. On occasion, some staff do not give children the time needed to respond and build upon emerging speaking skills.
• The experienced and passionate leadership team have a clear understanding of the nursery's 'eight curricular goals' they want children to learn in readiness for school. Leaders work closely with staff, parents and other professionals to identify children with special educational needs and/or disabilities (SEND). Early identification of children with SEND has resulted in leaders recruiting specialist staff to support them. This ensures inclusivity and has resulted in children making good progress from their starting points.
• In general, children are encouraged to develop personal skills. Babies and toddlers successfully learn to feed themselves with their hands and spoons. Some children are shown and provided with the opportunity to serve and cut their food, and use cutlery. Many children are encouraged to remove outer clothing and boots when returning from outdoor play. This helps children to learn self-care skills in readiness for school. Staff, however, are inconsistent in their approach and therefore children are not always supported to learn self-care skills.
• Parents speak extremely highly of the nursery, particularly the warm, welcoming and happy environment. They appreciate the open communication and feedback about their children's well-being and development. This informs parents of what the children are learning and how they can build upon it at home. Parents feel involved and value uploaded photographs on the parents application showing their children's achievements.

What the setting must and should do next

The provider should:

• ensure that staff give younger children enough time to recall information and respond to questions asked
• ensure that all staff consistently encourage children to learn to develop self-care skills.