Fennies Eltham

What is it like to attend this early years setting?

Children show that they are happy to attend. Children who are new to the nursery receive warm welcomes. Staff support them to separate more easily from their parents. Children's personal care and health needs are effectively met. Children's initial and ongoing information is gathered from parents and used effectively by staff. Children use comfort items from home and experience familiar routines. Their emotional well-being is supported well as part of the flexible approach that staff implement during individualised settling-in periods.

Babies enjoy sensory experiences, for example, as they pinch and manipulate dough. Those who are unsettled or teething benefit from the care of attentive staff, who understand how to soothe them. Babies have opportunities to crawl, climb and use steps. This helps to develop their physical skills. Older children build good relationships with their peers. They peek at their friends through the garden fence, play together at the mud kitchen and draw and make marks alongside each other. Children acknowledge cultural and special events, including with their parents. They show that they understand the differing needs of their friends.

Children who need extra help with their learning engage well with learning during targeted teaching sessions. Pre-school children are well prepared for school. They begin to understand letters and the sounds that they make. They enjoy the challenge of using rhyming words and phrases, and are introduced to new vocabulary.

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

• The acting manager is ambitious for children and staff. She works effectively with senior leaders to further develop the service. Leaders seek feedback from staff and parents to help make improvements, such as better communication with parents about children's learning and the curriculum. This helps parents to better understand how to support their child's learning at home.
• Leaders are aware of the ongoing impact of the COVID-19 pandemic on some families. They consider this as they assess the curriculum and review the progress that children make. This helps them to target resources and address potential gaps in children's development. For example, the introduction of a 'talking tent' allows children to further increase their communication skills and social interactions.
• The acting manager is effective in her role. She meets regularly with staff to discuss children's learning and offers effective support for staff's well-being. Staff receive support to gain recognised qualifications and to develop their professional practice. Visiting practitioners give support and advice to help staff with phonics or strategies for children who need additional help with their learning.
• Children show that they become confident communicators. Babies babble, mimic words and sounds, and most are keen to explore. Older children express themselves well and enjoy using puppets as they listen to stories. Pre-school children understand and use mathematical language, for example, during creative activities. They recall familiar stories and talk about characters and events as they play.
• Children behave well. They listen and respond to instructions and are eager to help with tasks. For example, toddlers willingly tidy away, ready for lunch. Older children show their humour as they use masking tape to create beards and take on the role of different characters. Children share resources, respect each other and acquire positive social skills.
• Although teaching is generally effective, some staff do not recognise when children need more encouragement or support to make the most of learning opportunities. Less-confident or quiet children are occasionally overlooked during group activities. Staff do not closely consider the needs of babies outdoors. Despite this, children show the good progress that they make in their learning.
• Staff support children to understand the contributions of people from different communities. Children hear different languages during Spanish and French lessons, and acknowledge significant events. For example, children visited the local post office to post a card for the Queen's jubilee. However, some children have few opportunities to recognise, value or share their own languages or backgrounds.
• Parents say that they are happy with the service. They appreciate the friendly staff, who meet the needs of their children well. Parents take part in events planned by staff to help them meet other parents and widen their social networks.

What the setting must and should do next

The provider should:

• enhance support for teaching skills so that staff understand how to engage children in challenging activities that take account of what they need to learn next
• increase opportunities for children to recognise, value and share their languages and backgrounds.