Crafty Wizards Pre-School, Avery Hill Park

What is it like to attend this early years setting?

Staff are friendly and greet all children by their names and with a smile in this positive and welcoming environment. There are clear, robust routines that help children settle quickly, particularly those who are new to the setting. Staff know the children well and use this knowledge to plan individualised learning for all the children. Leaders ensure that the curriculum is well sequenced, and children benefit from continuous access to the outdoor area, where they engage in activities, such as water play and balance practise. These experiences support the development of physical strength and coordination effectively.

Leaders implement a curriculum that supports children in developing their independence effectively. For instance, during snack times, children confidently pour their own drinks and practise cutting fruit, demonstrating growing self-care skills. Some resources are thoughtfully organised at child height, enabling children to make independent choices about their play. As a result, children are engaged, motivated and display sustained concentration during activities. Staff are attentive to individual needs, including those of children with special educational needs and/or disabilities (SEND) and those on personalised learning plans. The setting's inclusive ethos ensures all children are supported to access the curriculum and make good progress.

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

• Children feel safe and secure due to the effective relationships they form with their key person. Independence is fostered through daily routines, and children are encouraged to make healthy choices. Staff monitor children's packed lunches and provide guidance for parents to help them understand what makes a healthy packed lunch. Children engage in circle time discussions on healthy eating. This helps children to develop healthy lifestyles for later life.
• Staff plan meaningful activities based on children's interests, what they know and what they can do. Staff adapt activities to meet individual needs and introduce new vocabulary and concepts, such as 'minerals' and 'vitamins', reinforcing learning through repetition and practical activities.
• Leaders ensure the curriculum is well sequenced and ambitious for children. However, on occasions, some staff do not always challenge the most-able children to extend their learning further.
• Staff ensure the environment is safe and secure. They provide good levels of supervision to help keep children safe and undertake daily safety checks of the premises and equipment indoors and outdoors.
• Children are learning how to keep themselves safe. For example, children know they must wear a hat when they go into the outdoor area. This helps to promote children's personal development and self-care skills.
• Children behave very well. There are clear rules and routines and staff are good role models. Expectations are high, and children respond positively to boundaries. However, on occasions, transitions between activities are not managed as effectively as they could be. For example, children who are new to the setting struggle to understand staff instructions.
• Staff are dedicated to meeting children's individual needs. They swiftly identify any children who will benefit from additional support and those with SEND. Staff work with professionals and use strategies to support and develop plans that are specific to the needs of the children. This helps staff to deepen their knowledge and support children's individual needs. As a result, children make progress from their starting points and are fully included in all aspects of nursery life.
• Children have regular opportunities to build links with their community. They visit the park, allotments and library, which supports their understanding of the world around them. Additionally, some children attend sessions at a local sensory room, further strengthening their sense of belonging and connection to their local area.
• Parent partnerships are strong. Parents speak positively about the support that staff provide, such as the regular daily updates about their children's learning. Staff offer workshops to parents and host regular events, such as the recent 'carnival', which help parents to support their child's development and ensure continuity between home and nursery.

What the setting must and should do next

The provider should:

• extend learning opportunities for the most-able children by helping them to build on their prior knowledge and experiences
• consider transitions for newer children to enable them to understand and follow daily routines.