Keser Torah Early Years

Inclusion: Strong standard

Leaders and staff swiftly identify when children need further support to meet their individual needs. They work very closely with parents and carers from the onset. Staff gather detailed information before children start with them. This helps them to plan adaptations and make swift referrals to other external health and educational professionals. Leaders support children who are disadvantaged or those known to, or previously known to, children's social care well. They welcome other agencies into the nursery to work in partnership with children and families. These children develop close bonds with their key person. Staff know these children well and plan appropriately for their ongoing learning.

Staff work extremely well with other agencies and parents. They share detailed information, and parents receive a wealth of information about the setting, their children's progress and the ways to support and extend learning at home. Parents are actively involved in the monitoring and assessments of their children. This helps ensure that all children make exceptional progress in their learning.

Staff provide significant support for the children and their families. They offer sustained support for children with special educational needs and/or disabilities, and for those who face barriers to their learning. This is a particular strength. Children are well integrated and provided for, helping them make excellent ongoing progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have a robust understanding of the curriculum. They have identified the skills and knowledge that they want children to learn over time. For example, leaders know the skills that children need to access a rich literacy curriculum in reception. Consequently, children in nursery have a wealth of opportunities to develop their listening skills and their knowledge of rhyme and alliteration. Staff have given a lot of thought to how they support children's communication and language and the curriculum is well sequenced. Staff working with babies use clear vocabulary and songs alongside meaningful eye contact, smiles and gestures to encourage communication. Toddlers benefit from a wide range of stories and songs, as well as the deliberate introduction of key words and phrases as they play. For example, staff introduce words such as 'in' and then extend to 'in the box', to enhance their vocabulary.

Staff plan a range of opportunities to develop children's physical skills. They provide opportunities for babies to pull themselves up to standing, developing their core strength. Older children have opportunities to run and jump and balance on bikes. Staff teach them how to throw and catch the ball with control. The curriculum for children who prefer to learn outside is not yet sufficiently developed. Staff provide a wealth of physical development opportunities, but do not plan enough opportunities for children to develop their skills and knowledge across the whole curriculum. This impacts on children's achievement.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, quickly follow instructions and listen carefully. Children demonstrate skills of taking turns and managing emotions. Children develop their independence. For example, two-year-old children learn techniques to help them put on their coats independently.

All children make consistent progress from their starting points in communication and language. Children develop their language skills and actively take part in story time. They choose favourite books and act out different characters. All children show pride in their work and are confident in communicating with others. Children excel in their physical development and develop their core strength. Older children show impressive balance on bikes, they navigate space and control their speed. Children generally develop a broad range of skills across the curriculum, despite weaknesses in the outdoor curriculum for older children. They are well prepared for the next stage in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Children settle in and behave very well in this setting. Leaders and staff support and encourage positive behaviour well and are effective role models. They take time to explain the expectations and what is happening next. For example, younger children wait by the door next to the banister, ready to go outside. Staff working with older children remind children of the expectations and rules as they begin a circle time activity. Children are highly respectful of others. They share their toys with others and are incredibly kind and considerate. Minor disputes about resources are settled very quickly with the aid of sensitive staff. All children quickly follow instructions and listen carefully. They demonstrate skills of taking turns and managing emotions.

Children quickly learn the routines of the nursery. For example, babies and toddlers respond when they hear a song for tidy-up time and make their way to the carpet, eagerly anticipating the greeting song that they sing every morning. Children are keen to learn and approach tasks with enthusiasm. Staff adapt the routines to support children who face barriers to their learning, as well as children's age and stage of development. For example, staff working with babies follow their routines from home. They sleep when they need to, and while many children play, others are enjoying a snack or a sleep.

Staff work with parents to help them understand how regular attendance helps their children to develop emotionally and academically.

Children's welfare and wellbeing: Strong standard

Children develop warm relationships with kind and nurturing staff who know them well. Leaders have established an effective and inclusive key-person approach. This ensures that all children, including those who face barriers to learning, form secure attachments to their key person and to other staff in the room. Babies and toddlers settle quickly into the setting and show they feel secure and content, often choosing to sit on staff members' knees as they enjoy sharing books together. Staff working with babies engage sensitively, speaking softly and interacting through gentle touch, such as softly stroking babies' cheeks while talking to them. These calm, affectionate interactions help babies feel safe, settled and emotionally secure, supporting their early attachment and sense of belonging within the setting. Leaders and staff have considered ways to support children to develop independent self-care and hygiene habits. Each room has low-level sinks for children to wash their hands independently. From a young age, children manage their personal hygiene effectively. Children enjoy a range of healthy meals and snacks. Staff use a range of strategies to encourage children to try a variety of foods. For example, children use a range of fruit and vegetables to make pictures on their plates, which they then eat with enthusiasm.

Staff are vigilant and supervise children closely to ensure their safety. They consider the adaptations they can make to rooms to support this. For example, staff working with older babies and toddlers use large cushions for children to sit on. This helps to ensure children's safety if they fall back. Staff gather detailed information before children start, including individual dietary requirements and babies' home routines, which enables them to respond effectively to each child's needs and provide consistent, personalised care from the outset.

Leadership and governance: Expected standard

Since registration, the nursery has undergone significant changes, including alterations to the size and layout of the setting and a number of changes within the staff team. Leaders have a clear understanding of both strengths and areas for development and have put appropriate plans in place to support ongoing improvement. They are working closely with new staff to develop their knowledge, confidence and skills, ensuring they understand and can effectively plan for children's next steps. Leaders support staff to further their qualifications. For example, many staff are working towards appropriate level 2 or level 3 qualifications. However, not all professional development opportunities are specifically matched to all of the improvement priorities of the nursery.

Staff work well with parents to create a true family feel to the nursery. They gather a wealth of information when children first start to help them understand how they can meet children's needs. They have regular dialogues with parents to ensure parents know where their children are in their learning and how they can help them at home.

Staff feel happy and supported in their role. They benefit from supportive meetings as a group and as individuals. Senior staff in the room are effective role models for newer or less experienced staff. Leaders are mindful of staff wellbeing and workload, taking steps to promote a positive work-life balance. For example, staff finish early every Friday to enable them to prepare for the Sabbath with their families. Staff speak highly of the setting and comment that they would not want to work anywhere else.