Croft Day Nursery Bexleyheath

What is it like to attend this early years setting?

Children arrive at nursery happily. They receive a warm welcome from staff and separate from their parents at the door with ease. Children confidently go with staff to their playroom, demonstrating that they develop independence and a sense of security within the nursery.

Staff plan and provide a broad and varied curriculum for children. Babies are supported to develop their physical skills using climbing equipment. Staff supervise them closely and encourage children to take turns, which promotes their safety. Two-year-old children use different tools to make marks using paint. They explore what happens when they mix different colours together. Older children learn about different tools they can use on wooden blocks. Staff introduce the names of tools to children, who repeat and remember these. They carefully rub wood with sandpaper then comment about how it is 'smooth'.

Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). Babies and young children become independent in taking off their own shoes after playing outdoors. Older children help to find and put on their shoes and coats. They confidently use different tools and utensils to serve their own snacks and meals. Children eagerly try to cut up their own foods. They show high levels of control and coordination in pouring their own drinks.

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

• Leaders and managers are passionate about providing all children with a positive early years experience. They have a sound oversight of the quality of provision. Leaders and managers regularly observe staff's teaching and practice and gather views from parents about the setting. This information is used effectively to inform ways to further improve the service they offer, while putting children at the heart of what they do.
• Leaders and managers have a secure understanding about what they intend for children to learn at the nursery. They have a strong focus on the prime areas of learning, including supporting children's independence, language and physical skills. Staff plan and provide a wealth of activities that are tailored to children's individual needs. As a result, children are supported to make good progress in their development and they become well prepared for the next stage in their learning.
• Children are exposed to a range of vocabulary. Babies listen to songs that staff sing. Two-year-old children recall and repeat complex names of dinosaurs they have learnt about, such as 'triceratops' and 'brontosaurus'. Older children become confident and fluent communicators. They enthusiastically approach new people to tell them about their nursery and recite familiar phrases from books they know.
• Staff provide high levels of support for children with SEND. They use their regular assessments of children's development and progress to identify gaps in their learning. Any gaps or delays in children's learning and development are acted on swiftly. Staff work closely with other professionals so that children obtain the support they need to reach their potential.
• Parents are generally happy with the service that the nursery provides. They say that their children enjoy attending and that they have seen noticeable progress in their learning and development. However, strategies for sharing information with parents about children's care and learning are not yet fully embedded to promote consistency for children between the nursery and at home.
• Children mostly behave well in the nursery because they understand staff's expectations for their behaviour. Younger children develop their understanding of how to share resources and take turns. Older children know when to stop what they are doing when it is time to move on to the next activity. They are assured in telling their friends when their behaviour is upsetting them. This supports children to build healthy relationships with others.
• Staff comment positively about the support they receive from leaders and managers. They state that managers are always accessible, and they appreciate 'Well-being Wednesday', which helps to promote their mental health and well-being. Staff receive regular feedback about their work and opportunities for supervision and training. However, some training that staff receive is not yet implemented effectively in practice to enhance their teaching skills and have an impact on children's learning.

What the setting must and should do next

The provider should:

• strengthen partnership working with parents to share more information about children's care and learning
• monitor the impact of training and professional development opportunities provided to staff to continuously build on their teaching skills.