Hungry Caterpillar Day Nurseries- Perivale

What is it like to attend this early years setting?

Children arrive at the nursery happy and relaxed. They join in with activities which reflect their own experiences. This helps them to feel valued within the nursery. For example, children explore the investigation area using magnifying glasses to look at different animals. This activity reflects a trip to the zoo that children have recently enjoyed with their families. Children show high levels of concentration and engage in activities for extended periods of time. In the garden, they use large spades to dig and move rocks from one area to another. This encourages children to use their investigation skills and become curious. Children develop their mathematical skills. For instance, they count beans while filling different sized tubes. Children learn different mathematical concepts. For example, they learn about 'more' and 'less' while exploring healthy foods.

Children are safe within the nursery. They confidently stand up and sing during group activities. Staff encourage children to be independent. For example, children are encouraged to put on their own coats and use the balancing equipment. They cut fruit independently when making a fruit salad. This gives children opportunities to complete tasks for themselves and develop their self-help skills. Children show pride in their achievements when they have independently completed tasks.

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

• The curriculum is ambitious for all children. Staff know children well. They know where each child is within their development and have the knowledge to support children to develop further. Children with special educational needs and/or disabilities are supported through individual support plans. These are tailored to meet their needs. This means that all children are given opportunities to develop to their full potential.
• Staff develop children's communication and language skills by introducing new words and ideas. Staff speak about how oranges grow naturally in sections. This helps children to develop their vocabulary and understanding of different words and concepts. However, when staff ask children questions, children are not always given enough time to respond before staff repeat the question. This means that children are not always given opportunities to process information.
• The manager supports staff's professional development. Staff are positive about the support and training opportunities that are available to them. Staff have recently attended training to support children's mathematical development. Mathematics is a strong focus within the nursery. Children are given an abundance of opportunities to develop their understanding of mathematical concepts. For example, they speak about quantities, as well as doubling quantities, during their play.
• Staff ensure that partnerships with parents are positive. Parents are made aware of what the children have achieved throughout their time at the nursery. Staff share information regarding each child's development. They support children to continue and consolidate their learning at home, such as by providing home learning packs to families. However, information regarding staffing arrangements is not always clear to parents. Parents are not always aware of changes to staffing arrangements within the nursery. This means that they are not always able to form relationships with their children's key persons to share information about children's learning at home.
• Children engage well within the activities available to them. They show high levels of concentration and focus on their chosen activities for extended periods of time. Staff use activities, such as 'bucket time', to focus children's attention. Children enjoy this activity and explore toys of high interest. They smile and laugh throughout this activity. This shows that children are happy within the environment and enjoy their time at the nursery.
• Managers are strongly focused on supporting staff's well-being. They have systems in place to support staff to develop within their roles. The nursery has a mental health first aider available to support staff, if needed.
• Staff have strong systems in place to ensure that all children's allergies are catered for. This ensures that all the children's dietary requirements are catered for and that children are safe within the nursery.

What the setting must and should do next

The provider should:

• consider how to support staff to develop children's vocabulary, such as by using questions more effectively and allowing children more time to process and respond to questions
• develop communication to ensure that parents are made aware of changes within staffing arrangements.