Fennies London Lane

What is it like to attend this early years setting?

Children enjoy their time at this good-quality day nursery. Older children keenly register their arrival and hang up their coats on labelled pegs. Toddlers settle quickly and find their favourite toys. Babies who take more time to settle are supported well by caring and sensitive key staff. Children demonstrate that they feel emotionally secure and safe. They have a positive sense of belonging.

Children behave very well. Older children understand the expectations and routines of the nursery. For example, they remember to tidy toys before they sit for a group circle time and when they go out outdoors.

Children are eager and willing to learn. They listen to, and keenly follow instruction. For example, as children make dough and combine a range of material to make a monster and robot. Children are eager to share their achievements.

Children have lots of fresh air and physical exercise to help to promote their good health. They skilfully negotiate uneven surfaces and slopes, and confidently ride tricycles and bicycles. Children love to play and learn outdoors.

Extra-curricular activities help to enhance the experiences and opportunities in children's learning and play. For example, children participate in physical exercise classes, art classes, French and Spanish. Children have a good start to their early education.

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

• The leadership team is strong. They have a clear vision of the nursery's strengths and where improvements can be made. They work in partnership with external agencies, such as the local authority and specialists, for a consistent approach and to keep children safe. Furthermore, they know when to report significant events to Ofsted to meet requirements.
• The special educational needs coordinator plays a vital role in ensuring children with special educational needs and/or disabilities make the best possible progress. He works very effectively with staff and parents to provide a targeted approach.
• Newly employed staff attend an in-depth induction to ensure they understand their roles and responsibilities. All staff access a wide range of training opportunities to enhance their teaching skills and to help support their continuous professional development.
• Staff have high expectations for all children. Staff encourage the youngest children to explore using their senses. They keenly run their fingers around wet paint. Toddlers use their small hand muscles to squeeze, press and roll dough and enjoy using tools to cut and print. Toddlers develop early mathematical awareness as they notice patterns that their fingers and tools make.
• Staff implement activities that help to challenge and arouse children's curiosity to keep them engaged. For example, young children persevere at their chosen tasks, such as when they play with tracks. Children develop positive attitudes to learning.
• Staff identify and plan for children's interests and patterns in their play; for example, children eagerly post objects and carefully transport water in the garden. The curriculum intent is implemented well to meet the individual needs of all children.
• Staff support children's communication and language skills well, overall. Children hear some descriptive words; for example, staff encourage them to 'stamp' pens and 'twist' lids during creative activities. However, more confident speakers have fewer opportunities to learn new words and think critically to help to extend their vocabulary.
• Generally, staff value and promote equality and diversity within the nursery. For example, children begin to learn about a range of cultures and celebrations. However, there are few opportunities for children to see and hear the languages they speak at home.
• Staff very successfully promote children's confidence and independence. For example, babies and toddlers eat with fingers and spoons confidently. Older children show their independence as they wash hands, pour drinks and serve themselves food. Staff, who eat alongside children during lunch help children to understand expected behaviour at mealtimes.
• Parents welcome the information shared with them, such as children's dietary requirements and activities provided each day. Parents say that they are increasingly involved in nursery events. They make use of home-learning packs and the lending library to extend children's learning at home.

What the setting must and should do next

The provider should:

• enhance teaching skill to support children to extend their vocabulary and develop their thinking
• make the most of what is known about children to further value and celebrate their home languages and backgrounds.