Crouch End Nursery and Preschool

What is it like to attend this early years setting?

Staff have developed close and secure bonds with the children. As a result, children are settled in this welcoming and homely environment. Children's well-being and safety are prioritised by leaders and staff. The supportive and caring nature of the staff gives children confidence to explore the interesting activities they carefully plan for them. Children arrive with big smiles and are eager to learn. Staff have high expectations of all children and children behave well. Children build positive relationships with staff and their friends. They show kindness to their friends and respect the environment they are in by tidying up after themselves.

Children have lots of fun at the nursery; they make the most of playing indoors and outdoors. Staff engage children in play that is meaningful, such as exploring with sand and water. Children learn how to balance and pedal on bikes successfully. Staff support children's emotional well-being by offering praise and reassurance when children need it. Leaders ensure that the curriculum is ambitious and challenging for all children. This means that all children, including those with special educational needs and/or disabilities (SEND), make good progress in their overall development.

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

• Leaders and staff support children with SEND and those who may need extra support well. They are dedicated to ensuring the best possible outcomes for all children. They work with professionals and use strategies recommended by them to support children. This has a positive impact on the progress children make, as well as developing staff skills, knowledge and understanding.
• Staff know children very well. They regularly observe and track children's progress. They plan activities based on children's interests, what children know and what they can do. There is a focus on supporting children's emotional well-being through the curriculum and teaching. Staff identify gaps in learning and put appropriate strategies in place to support this. However, on occasions, the most able of children are not given sufficient challenge to support them to raise their achievements further.
• Children love looking at books and listening to and sharing stories with their friends and staff. Staff provide lots of opportunities to sing songs and have meaningful conversations. Children benefit from regularly hearing new words, which broadens their vocabulary. However, on occasions, some staff do not pose questions that children are able to understand and do not always give sufficient time to respond.
• Staff are positive role models. They guide children's behaviour through gentle reminders and address behaviours that are not acceptable. Children are curious and motivated to learn. Staff support children to focus on activities well and give praise when they learn new skills.
• When children first start and begin settling in, staff take time to get to know them individually, including their routines at home. As a result, children have built secure relationships with their key person and other staff members. This ensures that all children have a good foundation to begin their educational journey.
• Transitions for children are carefully planned throughout the nursery. Staff prioritise children's individual needs and regularly communicate with parents to ensure these transitions are well supported. Staff ensure that routines during the day, such as snack and mealtimes, provide children with opportunities to develop their independence skills, along with making choices such as when and how much they eat and drink.
• Partnerships with parents are strong. Parents value the positive contribution that the staff make to their children's lives and the progress their children have made while at nursery. Leaders regularly communicate important information to parents. Staff work closely with parents to share information and provide regular updates on their children's progress and how they can support their children's learning at home.

What the setting must and should do next

The provider should:

• improve staff's understanding of how to support children's language development further
• support staff to build on and provide further challenge to extend children's learning.