Conkers The Balsam Centre's Community Nursery

What is it like to attend this early years setting?

Children receive a warm welcome at the nursery and settle quickly with the caring and nurturing staff. Children benefit from a broad curriculum with exciting activities based on their interests and learning needs. Whether children are drawing 'treasure maps' or riding on scooters, they behave well, taking turns and sharing resources. Children are curious and enjoy exploring the environment. They have many opportunities to develop their physical skills as they climb and balance on the climbing frame. They play in the mud kitchen making potions or build sandcastles in the sand. They hunt for bugs and excitedly tell the inspector how they have found 'gems' and speculate about where they came from.

Staff know the children well and support them in managing their feelings successfully. Children are confident to express themselves because they feel safe and secure. Children learn many skills in preparation for starting school and their future learning. They develop good hand-to-eye coordination, as they throw a beanbag into a square when playing hopscotch. They develop their fine motor skills as they make marks with a range of materials, learning how to hold a pencil in preparation for writing.

Although parents do not currently come into the setting, staff greet each family individually at the gate. There is a good two-way flow of communication between the staff and parents to ensure that children's needs are understood and met. This also helps parents to feel involved in their children's learning.

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

• Staff support children to build a wide vocabulary and use effective strategies to support their communication and language development. For example, they introduce words such as 'woodlouse', as children dig in the soil looking for insects. Staff give children the time that they need to answer questions when listening to stories and learning about the characters.
• Children have good opportunities to count in routines and activities. They count the number of sausages in the pan and make simple calculations as they take one away. Children can recognise numerals up to the number 10 and are beginning to match the written numeral to the number. As a result, children develop a good understanding of mathematical concepts.
• Children love to be outside. Staff support children's learning well as they build with drainpipes and tubing. They introduce words such as 'heavy' as they encourage children to compare the weight of different balls. Children excitedly experiment rolling balls down the drainpipes to see which one travels the fastest.
• Staff ensure that all children are included and have equal access to activities and resources. Children learn about the local community as they visit the library for example. They enjoy visits from the community police support officer or learn about animals that that are brought into the setting from an animal park. However, staff do not provide many opportunities for children to use their home language in their play and learning when English is not their first language at home.
• Children have some opportunities to be independent. They pour drinks of water from a jug into a cup and learn to wipe their noses and faces. However, staff do not consistently encourage children to dress and undress for outside play, to extend their independence skills further.
• Children learn about the importance of living healthy lifestyles and benefit from fresh air and exercise. They follow thorough hygiene routines and understand the importance of good handwashing. They have opportunities to play with large models of teeth and toothbrushes as they learn about good oral health and hygiene.
• Children's behaviour is good. They help to tidy away the toys enthusiastically. They listen carefully and follow instructions well. Staff give children lots of praise and encouragement. This boosts their self-esteem and confidence successfully.
• The manager and staff use reflection effectively to identify areas for improvement. Since the last inspection the staff have updated their knowledge on safeguarding procedures to ensure children's safety. Staff complete more peer-on-peer observations to help develop good practice. Staff have good opportunities to extend their knowledge to help them support children further.

What the setting must and should do next

The provider should:

• explore ways in which to further support children to develop and use their home language in play and learning
• provide consistent opportunities for children to practise developing their independence skills.