Cybertots at Acton Gardens

What is it like to attend this early years setting?

Children are individually welcomed by their key person as they eagerly arrive to start their day. They settle with ease into a secure and well-maintained environment, which stimulates their interests and motivates their learning.

The manager has skilfully planned an ambitious curriculum to take account of the impact of the COVID-19 pandemic on children. There is a clear focus on nurturing children's confidence and independence, developing their communication skills and building their physical agility. Children eagerly participate in group games as they listen to one another and confidently sing songs for their friends. They develop their dexterity as they learn to carefully balance along beams and climb up ladders to safely use slides at their own pace. Staff teach children to think about how they can safely cross the garden path. This inspires children to think critically, for example they work together to create a chalked crossing.

Staff have the highest expectations for all children. They understand what each child already knows and what they need to learn next. They focus their teaching particularly well on fostering kindness and respect across all age groups. Children receive clear expectations for behaviour and consistent praise for their efforts and achievements. Young children learn how to manage their emotions and older children delight in independently sharing resources with little prompting from staff.

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

• Children with special educational needs and/or disabilities (SEND) are well supported through effective strategies. Staff work collaboratively with parents and other professionals to identify and review children's progress. They plan activities that captivate children's interest and help them to achieve their potential. For example, children begin to learn the value of turn-taking through well-planned group activities. Managers use the funding they receive to ensure the best possible support and progress for all children.
• Managers have established a clear focus on communication and language. Throughout the nursery, children consistently participate with enthusiasm and joy in stories and songs. Staff skilfully use their voice and pitch to draw children's attention to events in stories. Children listen with care and vocalise their thoughts about the information in stories such as habitats animals live in. Young children begin to form short sentences to extend their vocabulary.
• Staff skilfully incorporate much mathematical teaching throughout the day. They use language which children repeat to describe quantity and shape. Young children learn to calculate as they politely ask for 'one more piece of cake'. Older children learn to solve problems, for example as they ably match triangles to make a square base when competently building 'rocket' pictures.
• The curriculum is sequenced to ensure children learn the skills they need in a logical order throughout the nursery. Children have plenty of opportunities to practise vital skills. For example, babies' movements are carefully nurtured through planned activities which allow them to learn to stretch their bodies forward to reach popular toys. As children progress through to pre-school they manoeuvre around objects with agility and stop with precision when required. They competently bolt and unbolt screws using appropriate tools. Although children eagerly participate in meaningful learning, the most able children are not offered the level of challenge needed to ensure their best possible progress.
• Children's health is prioritised. They relish nutritionally balanced freshly prepared meals. Staff work hard to meet young babies' individual routines for eating and sleeping. Younger children competently serve their own lunch and tidy away after themselves. Older children learn how energetic play makes them feel thirsty and independently pour themselves a drink of water.
• Partnership working with parents is a key strength. Parents speak highly off the 'amazing' staff team and feel genuinely supported. They gladly follow nursery procedures to keep their children safe such as for collection and drop-off times. Parents comment that staff share children's goals and useful tips so they can continue to support their child's progress at home.
• Staff work as an effective team to ensure children achieve well and their emotional well-being is nurtured. They report they feel valued and supported and have manageable workloads. The manager monitors practice effectively to ensure a culture of continuous development for all.

What the setting must and should do next

The provider should:

• ensure the curriculum considers how to provide greater challenge for the most able children to support them to make the best possible progress.