Faversham House Day Nursery

What is it like to attend this early years setting?

All children are settled, confident and happy at the nursery. They are eager to engage in motivating and challenging activities that staff carefully plan for them. For example, older children have an interest in hedgehogs. They go on to learn about their habitat and facts about them, such as them being nocturnal. Children are proud to make their own clay model of a hedgehog. Younger children enjoy painting large models of a London bus and excitedly sing songs about a bus. All children are polite and behave well. Staff are positive role models. Therefore, children know what is expected of them. Children are kind towards each other. This includes even the youngest children, who help their friends to find their shoes.

Children develop a good understanding of the benefits of heathy lifestyles. They independently follow good handwashing routines. They talk about the importance of brushing their teeth. Children of all ages develop good physical skills. For example, younger children confidently use age-appropriate resources, such as slides and tunnels. Older children are confident to climb and balance on more-challenging equipment. All children are confident to communicate and share their ideas and thoughts. Children use simple sign language, and older children answer thought-provoking questions with confidence.

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

• All staff establish secure and trusting relationships with all children. Children have a good sense of belonging and positive levels of well-being and self-esteem. They are excited to come into the nursery and enjoy their time there. Children enjoy the company of each other and staff. For example, they are eager for staff to join in their role-play activities, as they 'fly' to the 'moon' in their home-made 'rocket'.
• The managers and staff get to know children well, including their personalities, likes and dislikes. This helps staff to plan learning experiences for children that they know will keep them interested to learn. All children have a positive attitude towards their learning. Staff support all children to make good progress. This includes those children who speak English as an additional language.
• Overall, children are engaged in their learning. However, at times, staff do not quickly notice when younger children have lost interest during large-group activities, such as singing and story times. Therefore, children become fidgety and distracting at times, and they do not always benefit from the complete learning experience.
• All staff, including the managers, establish positive partnerships with parents. They communicate with them daily and keep them well involved and informed in their children's learning and achievements. Staff share helpful ideas and tips with parents, such as breast feeding advice and sleeping tips.
• The managers closely monitor the good quality of education and care that staff provide. They routinely observe staff teaching and interacting with children. They provide them with constructive and helpful feedback to support their future performance.
• Staff evaluate their practice together well. They talk about what is working well and what they feel has scope to be developed even further. Staff include the views of children to support their future activity plans. For instance, they ask them about their thoughts on the activities they experience.
• All staff attend regular training. They have recently learned about the different ways that they can support children to understand what is expected of their behaviour and how to manage their emotions and feelings.
• Overall, staff support children with special educational needs and/or disabilities well. For example, they attend training specifically to develop their confidence and knowledge further regarding children's individual needs. However, staff do not yet use consistent and effective techniques with younger children, particularly in relation to helping them to fully understand what is expected of them during changes in routine.
• Staff support children to develop a good understanding of the similarities and differences of people's experiences and different communities outside of their own. For instance, children learn about Diwali and Ramadan. Children try food from around the world, such as Nigerian dishes and traditional Hanukah celebration treats. This includes apples dipped in honey.

What the setting must and should do next

The provider should:

• provide guidance for staff to better organise large-group activities for younger children to ensure that they remain interested in the learning experiences throughout
• support staff to build their confidence in using more-effective ways to help all children to understand changes in routine, particularly those with special educational needs and/or disabilities.