German Kindergarten Herne Hill

What is it like to attend this early years setting?

Children settle happily in this warm, organised nursery. Staff take great care to ensure that children feel happy and secure in the setting. Staff value each child and have high expectations for them. They interact with children in caring ways. For example, they speak gently and use lots of eye contact with them.

The curriculum is detailed and interesting. Children make good progress and gain effective skills in preparation for school. Children develop good mathematical skills. For instance, staff sing number songs and ask children to match quantities of small objects to written numerals. Staff point out and name different shapes in the environment. Children learn about difference. For example, staff invite nursery friends to visit the nursery in traditional Chinese clothing and sing songs in Chinese. Staff explain and teach children about special cultural or religious festivals. Children learn about the world around them. For instance, they plant and grow cucumbers in the garden and learn where food comes from. A nature teacher visits the nursery to teach children about different life cycles, such as frogs and butterflies. Children develop good physical skills. They practise their climbing skills as they go up frames and balance and steer wheeled toys in the garden. Children take part in regular yoga sessions to support their physical coordination skills.

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

• Children have good communication, language and literacy skills. For example, staff teach children German and English by talking and singing songs in both languages. They read dual-language stories, and children have good ability in German and English.
• Children learn how to do things for themselves. They learn to wash their hands at appropriate times and how to take off and put on their coats. Children help to tidy up at the end of play sessions.
• Children learn to share and take turns. For instance, they take turns to stroke a puppet used by a member of staff to sing songs with them. Children share outdoor toys and resources.
• Overall, children behave in positive ways. Staff share group rules with children and explain why some behaviour is not acceptable. Children act in safe ways. They use the staircase into the garden with care and caution by walking carefully. During creative activities, staff teach children how to use scissors safely.
• The manager supports staff effectively. For example, she observes their work and feeds back to staff regularly to promote best outcomes for children. The manager meets each member of staff individually to discuss work and provide support where needed. She ensures that staff have good training opportunities. For instance, staff attended a course on supporting children through life changes that led to greater understanding in this area.
• The manager reflects on how well the nursery is performing on a regular basis. She sets goals for improvements, such as developing ways to enhance children's understanding of diverse cultures.
• Staff have strong links with parents. They work closely with parents to support children's development in areas such as behaviour management and potty training. Staff give parents daily comprehensive updates on children's progress and offer regular parents' meetings.
• The manager ensure that children have healthy routines. For instance, children enjoy a nutritious plant-based diet that meets special dietary needs. Staff provide daily opportunities for children to take part in a range of physical challenges. They support good oral hygiene, for example by inviting the local dentist into the nursery to teach children about this area. Children enjoy practising brushing teeth on tooth and gum models.
• Staff have begun to teach children about feelings. However, this has not been developed to enhance children's understanding of themselves.
• Generally, staff provide good creative opportunities for children. For example, children enjoy the effect of painting on different surfaces. Older children use a wide range of textures and materials in flexible ways to create their own artwork. However, younger children do not have access to such a wide range of materials and textures to develop their creative skills further.

What the setting must and should do next

The provider should:

• develop children's understanding of feelings further to enhance their understanding of themselves and others
• support younger children's creative development further, particularly in relation to providing a wider range of textures and materials.