Destiny Kids Nursery Brixton Hill

What is it like to attend this early years setting?

Children have strong, close bonds with staff in this small, nurturing nursery. Staff interact with children in positive ways. For example, they smile and speak to children in a warm tone of voice. Staff value each child and have high expectations of them. They link children's interests to activities, which leads to children's enjoyment.

The curriculum is broad and balanced. This helps children to make good progress and gain valuable skills in preparation for school. Children develop good physical skills. They carefully climb up frames, balance on tyres, and steer wheeled toys. Staff organise games where children throw beanbags into holes to develop their physical coordination skills. Children learn about the world around them. For instance, they plant and grow corn in the garden to learn how things grow. Staff read stories about butterflies then go outside with the children to find and observe butterflies. Children gain good mathematical skills. They count securely as they sing number songs and rhymes. Staff teach children about shape and size.

Children share and take turns well. For instance, they take turns as they climb up a ladder on a climbing frame. Children learn about difference. Staff invite parents into the nursery to read stories related to their culture and discuss and celebrate special religious events, such as Diwali.

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

• Children gain good independence skills. For example, staff encourage them to serve themselves at snack times, peel their own fruit and pour their own drinks. Staff teach children how to put on their coats and shoes.
• Staff teach children good communication, language and literacy skills. They teach children new words, such as 'stamp', as they take part in creative activities. Staff take part in role play with children where they have conversations and model good sentence structure. They sing songs and rhymes with children, which supports their future learning well.
• Children behave well. Staff encourage children to act in positive ways by praising them when they behave well. Staff share their expectations and are calm and fair in their approach.
• Children act in safe ways. They use the climbing frame with care and caution. Staff remind children of the need to walk indoors and teach children how to use scissors with care. Staff teach children about road safety.
• The manager supports staff well. She meets with them individually and regularly to review their work and provide help where needed. The manager ensures that staff's skills and knowledge are developed by offering opportunities to attend training courses. For example, staff attended a course on communication with parents, which led to improvements in this area. The manager supports staff well-being, for instance, by giving them a range of self-pampering products, such as fragrance.
• The manager reviews the strengths and weaknesses of the nursery regularly. She sets goals to build ongoing improvement. For instance, the manager plans to develop partnerships with parents further to support the best outcomes for children.
• Staff work successfully with parents. They provide regular updates on children's progress in various ways. For instance, they talk to parents each day, have regular parents' meetings, and give updates by secure electronic communication. Staff work closely with parents to support children's development, such as potty training.
• The manager ensures that children learn about ways to be healthy. She provides nutritious meals and snacks that meet children's special dietary needs. Staff provide daily opportunities for children to go outside to practise a range of physical skills. They teach children good oral hygiene awareness. For instance, children learn about the role of a dentist as they take part in pretend play. Staff read stories to children about how they can keep their teeth and gums healthy.
• Generally, staff interact with children effectively to support their learning. However, at times, staff miss opportunities to develop children's thinking skills, particularly in their use of questioning.
• Children have opportunities to draw and paint. However, staff have not thought about how they can develop the range of textures and materials for children to explore, in order to develop their creative skills further.

What the setting must and should do next

The provider should:

• develop more ways to further children's thinking skills, to extend their learning further
• extend ways for children to experience a wider range of textures and materials to support their creative development further.