Greenwood Twickenham Pre-School

What is it like to attend this early years setting?

The sound of happy, excited chatter can be heard in the nursery, such as, when children prepare to leave for a visit to a historical place of interest. They are eager to go. Staff check and share tasks as they prepare to leave, ensuring they have everything they need to meet children's needs while they are out. As they leave, children are given clear instructions from staff on behaviour expectations. Children listen intently before the final count and confirm they can leave. Children remaining in the nursery wave them off, stating 'It is okay they are going today, but we will be going on Friday.'

Staff offer a broad curriculum for the children. They have high expectations for all children's learning. Supporting activities are linked to children's interests. There is a robust key-person system that enables staff to get to know children really well. Staff complete activities, such as home visits, and begin to build relationships before children start nursery. Transitions are made at the child's pace.

Children who require extra help or those with special educational needs and/or disabilities (SEND) are very well supported. Staff work with a range of professionals to support children. Care and learning are tailored to meet children's individual needs. Staff work closely with parents to provide consistency.

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

• Staff plan activities using a thread to capture children's interests and support their learning. For example, 'The Very Hungry Caterpillar' story is used to introduce real caterpillars and to talk about the life cycle of a butterfly. Staff introduce new vocabulary as they discuss how caterpillars are 'lava' and 'pupa' before transforming into a butterfly. Children look at slides and describe a cocoon as 'a layer caterpillars put around themselves' and share that 'chrysalis really look like croissants'.
• Healthy nutrition is very important in the nursery and supports children's physical health. Children regularly visit local shops to choose fruit and vegetables to purchase. A trip to the local butcher includes buying ingredients for lunch and children taking an active part in the transaction in order to pay. Meals and snacks are freshly prepared each day by the nursery chef, who adapts recipes to meet children's individual dietary requirements.
• Staff who lead group activities give children very clear instructions on behaviour expectations. Children are kindly asked to wait to give quieter children a chance to answer questions and join in discussions. Older children discuss that they have made a 'super jet' or an 'aeroplane'. They are confident and know the models they make will be looked after. Children tell their friends, 'I am going over there. You can play with my jet while I'm away.'
• All children are confident and speak knowledgeably about their experiences. For example, children discuss what they pack to go away on holiday, what the weather will be like and what you must do at the airport before boarding a plane. Children anticipate activities or events, and staff use what they know about children to develop conversations and discussions.
• Children settle extremely well. Staff begin to get to know children before they start nursery, as staff complete home visits. Children's emotional well-being is supported, as the move into nursery is made at the child's pace. Some children may stay longer after a few visits while other children have key persons who discuss plans with parents to extend the transition. This helps children to develop bonds with staff.
• The well-qualified and experienced staff team interact very well with children. Children are motivated and engaged as they join in exciting and challenging activities that match their interests and help to extend their learning. Staff encourage them to count, compare sizes, use new vocabulary and think for themselves. However, staff do not consistently use strategies well enough to celebrate children's efforts and motivate them to keep building their abilities. For example, on occasion, staff praise children by using 'good job' rather than linking praise to the activity they are participating in.
• Relationships with parents are strong. Parents feel included in decisions and can access a parent pre-school group to share their views. Parents refer to the nursery as a 'family' and use words like 'excellent' and 'fantastic' when they describe the care their children receive.
• Leaders and managers have a good overview of the knowledge and skills staff have. During supervision sessions, staff can request additional training to support their knowledge and skills. Leaders review policies and procedures to ensure good practice is promoted.

What the setting must and should do next

The provider should:

• use more effective strategies when offering children praise to encourage them to continue learning and developing their skills.