Hatching Dragons Westminster

What is it like to attend this early years setting?

Children have a very strong sense of identity and belonging within this bilingual nursery and the local community. On the whole, children listen to and keenly practise their home languages, skilfully supported by the mainly bilingual staff team. Children see a range of interesting objects from around the world, such as an Australian didgeridoo. Staff use visual displays and dual language books to further develop children's understanding of diversity and inclusion. The nursery is fully inclusive for all children from a range of backgrounds, particularly those children who speak Mandarin.

Children of different ages show delight and enjoyment as they keenly explore a range of experiences. They consistently engage and participate in activities. For example, older children concentrate as they make marks to represent the Chinese alphabet. Toddlers excitedly bang tin pots with wooden spoons to help develop their imaginations and creativity. Children behave very well in this welcoming nursery. They eagerly follow routines, such as mealtimes, brushing their teeth and sleep routines. Children build warm relationships with their key staff, who are very enthusiastic, caring and attentive. For example, staff sit with children during sleep times and rub children's backs until they fall asleep. Children feel safe and they are emotionally secure.

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

• Managers effectively review practice and provision to make continuous improvements. They successfully notify Ofsted and the designated officer of any significant events to keep them fully informed and to meet requirements.
• The manager monitors staff's performance well, overall, to help identify their strengths and where improvements can be made. Staff regularly attend supervision meetings and complete peer-on-peer observations to review their practice further. Staff say that they feel supported by managers to help promote their well-being. For instance, staff comment that they celebrate 'Employee of the month', and they have time to complete paperwork.
• Robust recruitment systems are in place to ensure that all staff working with children are suitable and continue to be suitable. Managers provide staff who are newly recruited, including bank staff, with an in-depth induction to help them understand their roles and responsibilities. For example, staff know what to do in the event of a fire, record children's attendance and supervise children to further maintain their safety and welfare.
• Overall, staff successfully promote children's early communication and language skills to a good level. Staff enthusiastically sing songs, complemented with a small keyboard, and read books in Mandarin and English. All children are immersed in a language rich environment, particularly their home language,
• Mandarin. Although staff do not consistently expose some children to other home languages, such as English, to help them become confident bilingual communicators, in particular in the baby room.
• Children keenly talk about what they know and can remember, over time. For instance, children excitedly say, 'snails need shade' and enthusiastically talk about spiders from Australia. Children are fascinated by the snails that they find. They confidently use magnifying glasses to observe them. Staff teach children new words, such as 'slim' and 'trail', to further extend their vocabulary. Children are enthusiastic and motivated learners.
• Children are self-assured and independent. For example, older children eagerly tell visitors what their favourite toys are. They show respect for each other and take turns with toys. Staff teach children to take risks in a challenging environment. For instance, when playing outdoors, children confidently balance on crates and use climbing apparatus with ease and control to further promote their physical development.
• Children learn how to look after themselves. They know the importance of washing their hands and cleaning their teeth. Staff skilfully teach children how to keep safe, such as holding on and walking safely downstairs.
• The manager successfully explains the nursery philosophy and curriculum. Overall, the curriculum is well planned and sequenced to build on what children already know and can do. However, staff do not plan as many opportunities to promote children's early mathematical development. Parents say that they are kept well informed about the progress their children make over time. They report that their children make good progress, particularly in speaking Mandarin and in their personal, social and emotional development.

What the setting must and should do next

The provider should:

• explore further professional development opportunities to raise the already good quality teaching skills to an even higher level, particularly in relation to mathematics
• monitor and enhance staff's interactions, particularly in the baby room, to promote all children's home languages further.