Kensal Green Under Fives

What is it like to attend this early years setting?

Children are happy and settled at the nursery. They form strong bonds with the nurturing and dedicated staff and show that they feel safe, secure and ready to learn. Children are keen to explore their surroundings and are motivated by the activities. For example, children suggest cutting out their paintings once they have finished. Children show immense joy at being outside, in the newly developed garden. They demonstrate strong physical skills as they run, jump and climb up the steps and in between trees. They confidently tell the inspector that 'slugs and leaves live in the compost box', demonstrating their strong understanding of the natural world around them.

Children behave well. They are welcoming and confident. For example, when the inspector arrives, children bring over the toy piano and ask what song she would like them to sing to her. They are curious about her laptop and happily explain what activities will be happening throughout the day.

Community is at the heart of this nursery. Children enjoy trips to the local library and visit the local respite and community centre. This supports them to learn about the wider world around them. Parents and staff describe the nursery as 'family'. Respect, kindness and friendship are what underpins the curriculum, in which all children feel included and develop a true sense of self.

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

• The manager works tirelessly to support children, staff and families. She is passionate about creating an inclusive environment for all. She ensures that she involves staff, parents and other professionals in creating the curriculum, so that all children make good progress. Developing staff's professional development is a priority for the manager, and she arranges training based on what children need. This builds on staff member's strengths and supports building confidence in this skilled workforce.
• The environment, both inside and outside, is well planned and stimulating. Staff plan activities based on children's interests and what they need to learn next. Focused activities are linked to previous learning. For example, children enjoy painting pictures of the tomato plants they have grown. However, on occasion, staff do not fully explain to all the children what the activity is and what is expected of them. This means some children do not fully understand what they should be doing.
• Children are strong communicators. Staff show genuine enthusiasm when having conversations with them. They extend younger children's vocabulary by describing the fruits they are eating at snack time as 'juicy' and 'crunchy'. Songs and music play a big part at the nursery. Children show true joy as they shake their musical instruments and sings songs together as a group. External music teachers have spent time in the nursery, providing staff with greater knowledge about the impact of music on children's learning.
• Parents are extremely complimentary of the nursery. They value how staff make all children feel welcome and included. They comment how happy they are that children's individuality is supported and celebrated. Parents receive regular, in-depth updates about their child's day and receive advice on how to continue to support learning at home.
• Children are incredibly polite. For example, when asking the inspector for some help taking off a lid, they used 'please' and 'thank you' without prompt. Staff have high expectations for all children. Children learn how to respect their peers and how to behave. However, staff do not always explain to children about the consequences of their behaviour or why certain actions are not allowed. This means children do not always understand why they need to behave in certain ways or why things could be hazardous.
• Children learn about good health practices. They wash their hands after outdoor play and before mealtimes. At mealtimes, they enjoy looking at their place mats, which shows them what foods are healthy and helps to develop a strong understanding of what foods are good for us. For example, they happily discuss all the healthy foods the 'Hungry Caterpillar' ate.

What the setting must and should do next

The provider should:

• review how some focused activities are organised, so that all children have the opportunity to be given instructions and are clear about what is expected of them
• strengthen how staff ensure that all children know and understand why rules for their behaviour are in place.