Fledgelings Day Nursery (Romford)

What is it like to attend this early years setting?

The setting offers a welcoming environment, where children feel happy and confident. Children are settled and share warm and close relationships with the staff. This helps them to feel secure. Children confidently leave their parents at the front door, due to the COVID-19 pandemic, and quickly settle into the nursery routine.

Children's behaviour is good, and they are motivated to learn. Staff plan activities based on children's interests, they are excited and willing to have a go. Children enjoy playing outdoors, where they can develop their physical skills by running, jumping, and climbing.

Staff are good role models to the children. Children show respect for their environment by picking up toys and encouraging others to do the same. Children remind each other to wipe noses and cover their mouths when coughing. Children enjoy the healthy, home-cooked food. Children discuss why they need to eat all their vegetables and how it makes them 'big and strong'.

Children are friendly to one another and share activities together. They develop valuable social skills for the future. Babies enjoy playing with balls and climbing. Toddlers enjoying playing with the sand, exploring the texture and using spades to fill containers.

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

• The curriculum is effectively planned and sequenced. Staff regularly observe and track children's progress and plan exciting activities, which are based on children's interests and what they need to learn next. Any gaps in children's learning are identified and appropriate support put in place.
• Older children take turns to be helpers at lunchtime and assist in laying the table and putting out the place mats for each child. At times, toddlers are not encouraged to be independent and develop skills, such as putting on coats, hats, shoes and serving themselves at snack times. Sometimes, this results in these children not being able to develop and learn how to manage their own independence skills.
• Managers and leaders are dedicated and want the best outcomes for the children and families. Children who may be disadvantaged are quickly identified and appropriate support put in place. All children, including those with special educational needs and/or disabilities make good overall progress in relation to their starting points. This ensures children are not left behind and have early input to support their individual needs.
• Children who speak English as an additional language make good progress and are well supported, staff learn key words in children's home languages and build on the language they already have. Children show curiosity by asking questions and sharing ideas with one another.
• Younger children enjoy listening to stories and singing songs, this helps them to develop their speech. However, at times, staff do not take opportunities to role model language to enhance children's opportunities to listen, learn new words and build on their growing vocabulary.
• Children have a strong sense of identity and can tell you what makes them special. Older children describe themselves as 'brave, friendly' and 'kind'. Toddlers form close bonds with other children and staff who care for them. Babies are settled and have a strong sense of belonging.
• Children concentrate during activities and use their mathematical and problem-solving skills. For example, they play in the water and consider which items will float or sink. Children are prepared for the next stage of learning, including moving on to school.
• Staff interact warmly with babies and during care routines, such as nappy changes and washing hands. They make eye contact and sing songs. This helps young children to feel safe and secure.
• Parents make use of a lending library of books, games, and activities, so children can carry on learning at home. They comment on how they look forward to taking these home and playing with their children. Parents speak highly of the setting and that they have a connection with the staff and other children.

What the setting must and should do next

The provider should:

• support younger children to develop independence skills through daily routines
• improve support for younger children to extend their vocabulary and enhance their developing communication skills.