Eastbury Children's Centre Nursery

What is it like to attend this early years setting?

Children quickly feel they belong at this nursery. Staff are kind and greet children warmly as they arrive. Children happily separate from their parents and self-register before they go into their respective rooms. Caring staff and inspirational leaders set high expectations for children's early learning. Leaders plan a curriculum that is broad and filled with exciting activities which help to enrich children's overall experiences. For example, children enjoy regular woodwork and cooking activities. Additionally, at the time of the inspection, children had been immersed in an in-depth museum outreach project exploring children's experiences in the past.

Staff model positive play and good manners in all their interactions with children. Children copy staff's conduct and show respect for each other and the resources by treating them carefully. Staff help children to learn to relax and regulate their mood, such as through regular yoga breathing sessions. Children have good opportunities to develop an appreciation of classical music sounds. They sit together to hear staff play instruments, such as the cello.

Staff value children's ideas and opinions. They expertly promote babies' sense of self. Staff describe babies' individual features positively. Babies learn to appreciate each other as they playfully brush each other's hair. Older children have an early understanding of democracy. Staff promote this well through, for example, creating opportunities for children to vote for their choice of activities.

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

• Children learn about the benefits of a healthy lifestyle. Staff are committed to supporting children to understand the importance of oral hygiene, healthy eating and daily exercise. Children have plenty of opportunities to be physically active. For example, outdoors, children steer ride-on toys, climb through hoops, and kick and throw balls confidently.
• Mealtimes are sociable and purposeful occasions. Staff sit with children and encourage their positive attitudes towards nutritious and healthy foods. Children have good appetites. They independently serve themselves their portions and pour their own water.
• Staff promote children's personal, social and emotional development well. Younger children are encouraged to share and take turns, which they do well. If conflicts arise, staff support children to resolve these appropriately.
• Overall, staff have high expectations for children's language and communication across the nursery. They make expert use of signs, visuals, narration and description to encourage children's good speaking. Babies intentionally use single words and phrases to communicate. Nevertheless, the implementation of the curriculum that promotes children's understanding is not always consistent. For example, when introducing complex vocabulary, such as 'volatile', 'combine' and 'aroma', staff do not consider children's understanding of these words before moving on. When this happens, children do not show the same level of understanding as at other times.
• Overall, there is good support in place for children with SEND. The knowledgeable special educational needs coordinator (SENCo) knows children well. She ensures that children with additional needs have learning plans with clearly identified targets. The SENCo works tirelessly to ensure that additional funding is used effectively. As a result, children receive effective one-to-one support from adults who know them well. This helps to ensure that children make the best progress possible.
• In the main, staff work well with parents. Leaders offer moral and practical support for sensitive family situations. Parents come into the nursery and staff provide comprehensive handover information. Some of the parents spoken to describe the nursery as having a 'family feel'. They feel that staff teach their children essential skills for starting school.
• Staff help children to learn to manage their own risks as they play. For example, children competently handle hammers, nails and saws during an adult-led woodwork activity. Staff occasionally provide opportunities for children to learn to operate internet-enabled tablet devices under supervision. However, they do not help children to develop their own understanding of how to stay safe online.
• Leaders have invested in training for staff so that they can continue to develop in their roles. Staff appreciate the care and consideration that leaders have for their workload and well-being. They are happy in their roles and morale is high.
• Leaders are committed to continuous improvement. They have enhanced the parents' room so that families beyond the nursery can access essential items. Leaders have firm plans to provide additional outdoor planting opportunities for children to learn to grow seasonal fruits and vegetables.

What the setting must and should do next

The provider should:

• create more consistency in the implementation of the curriculum for communication and language so that staff check and build on older children's understanding of the complex vocabulary they hear.