Flying Start Day Nursery Chigwell Limited

What is it like to attend this early years setting?

This lively nursery is warm and welcoming. Children are happy and confident. They move around freely and make choices about what activity they would like to explore next. Children enjoy looking at brightly coloured flash cards alongside staff and are able to confidently name most of the objects they see. Children show great concentration as they use a large spoon to carefully serve themselves a portion of spaghetti Bolognese at lunchtime. They describe their meal as 'yummy' and confidently ask staff for another helping. With a gentle reminder children put their dirty cutlery in a washing bowl and stack their food tray on top of others.

Children's behaviour is good. Older children are happy to share toys and resources, such as dinosaurs, with others. Staff support young children sensitively to develop their understanding of what is and is not acceptable behaviour. Children develop special friendships. They talk about how much they enjoy painting and playing in the 'home corner' when they come to nursery. Children show great pride in their achievements. They are keen to show visitors a photograph of themselves on the wall, excitedly telling them 'I am star of the week'.

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

• The provider and her staff team have worked very hard to make improvements since the last inspection. All staff are provided with appropriate support and coaching, helping to tackle underperformance. Key persons are aware of each child's needs, interests and developmental stages. They use this information to plan and deliver a challenging and enjoyable experience across all areas of learning.
• Children are provided with a curriculum that helps build on their existing knowledge and skills. Staff know the children well and are able to provide extra support when needed. All children are making good progress and embedding the skills they need for the next stage of their learning or move on to school.
• Staff support children's growing independence. They use techniques that help children learn how to put their coats on before going to the park. Staff are alert to what each child is doing. They encourage them to move around the well-resourced nursery environment, and make choices about their play and learning.
• Staff teach children how they should behave. For example, if children refuse to share, staff ask them to remember the expectations. Children quickly change their behaviour. They smile and share their construction bricks with others.
• Children's physical development is supported well. They have opportunities to climb large play equipment, helping to practise and develop their balance and coordination skills. Some children enjoy craft activities, showing good concentration as they skilfully dip a small paintbrush into their favourite colour paint. Children focus well, some paint the whole page and others make patterns.
• Staff support children very well to develop close relationships. Young children enjoy independent play, approaching their key person for reassurance and cuddles when needed.
• Parents report that the provider is engaging and the staff are very friendly. Parents of children who speak English as an additional language report that they are happy with the support provided.
• Staff provide regular information to parents about children's developmental progress. For example, parents are invited into the nursery for termly meetings with their children's key persons. Staff give information about children's achievements to parents at collection time, and tell them how the children have spent their time in nursery. However, staff do not routinely offer further guidance or ideas to parents about how to support and extend children's learning at home.
• Parents are given detailed information about the nursery before children start. This includes policies and procedures. Staff work closely with parents to support children's care needs as part of the settling-in procedure. However, they do not always gather information about children's learning needs to help plan what they need to learn from the very start.

What the setting must and should do next

The provider should:

• strengthen opportunities for sharing ideas and activities with parents to further support and extend their children's learning at home
• seek more detailed information from parents about children's developmental starting points, to plan even more effectively from the very start.