Fenchurch Day Nursery

What is it like to attend this early years setting?

Children enter the nursery eager to start their day. They are greeted by caring staff who know them well. This helps children to settle quickly into the routines of the day. Staff are very good role models to children. As a result, children feel safe and secure. Babies show they feel secure as they reach out and cuddle their key person. Children show excellent manners and remind their friends when they forget. For example, when sharing out ingredients, a child says, 'don't forget to say please'.

Children are making good progress in their learning, including those with special educational needs and/or disabilities (SEND). Staff provide stimulating and challenging activities for children based on their interests and new learning. For example, children take part in Valentine's Day activities. They create 'love potions' by following written instructions. They count measures of powder into the test tubes, adding water until it is the consistency they want. Children learn to measure and count in their play.

Children have lots of fun while developing their physical skills when they take part in a daily Latin-inspired dance fitness session. They copy the movements of the staff with enthusiasm. Children happily call out for their favourite game, 'The Floor is Lava'. They excitedly seek safe ground from the lava.

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

• The new manager has an ambitious vision for the nursery. She gives careful consideration when allocating additional funding to ensure it has the best impact on a child's learning and development. She has implemented a curriculum that gives children the skills and knowledge to build on in their future learning. For example, when making pizza, children take turns and share the ingredients. They practise their pincer grip by placing their toppings on the pizza. However, staff do not always make sure what they want children to learn, which is reflected in the activities provided.
• Children learn about what makes them fit and healthy and about their personal hygiene. For example, they wash their hands before and after food, then again after wiping their nose to stop the spread of germs. Children brush their teeth after lunch to the 'toothbrush song' as a staff member demonstrates with a giant toothbrush. Children feel their fast-beating hearts after their dance fitness session.
• Staff use every opportunity to develop children's communication and language skills. They speak clearly and calmly to children. Staff use repetition and recalling of words to ensure children understand their meaning and context. As a result, children are making good progress in their language development. For example, staff use a box of sensory resources, repeating the name of the contents as children remove them from the box. Children repeat the words 'bubbles', 'ball' and 'light' as they play with them.
• Children are provided with a healthy home-cooked meal. The cook and the staff have clear information alerting them to any allergies children may have. Meals and snacks are provided according to children's dietary and cultural needs.
• Partnerships with parents are good. Staff have daily conversations with parents to keep them up to date about their child's progress. Parents comment on the wonderful support staff have provided for their children, especially those with SEND and children who speak English as an additional language. However, staff do not always check that parents understand the information shared with them, especially parents who speak English as an additional language.
• The manager completes robust supervisions for staff. She provides staff the opportunity to discuss their well-being. The manager offers support and guidance to ensure staff have the skills and knowledge to support and protect the children in their care. As a result, staff are well equipped to support children and their families.

What the setting must and should do next

The provider should:

• ensure staff build on their understanding of the curriculum, so that activities and experiences provided for children include the skills and knowledge they want children to learn
• implement more effective ways to share information with parents, especially those who speak English as an additional language.