Lake Street Nursery And Pre-School

What is it like to attend this early years setting?

Children settle well, are emotionally secure and explore the environment confidently. They enjoy their nursery experiences and form close relationships with their peers and the staff caring for them. Children show that they feel safe as they talk happily with their friends. They behave well and any minor disagreements are swiftly handled by staff. Children are polite and respectful and they show great kindness and care towards each other.

Children develop good control of their movements while energetically riding bicycles and running up and down the gradual slope in the garden. They make discoveries as they crawl in and out of small dens. Children learn to balance along the beam and hop, and jump safely through the tyres in the garden. They have plenty of opportunities to be independent, for example as they wash their hands at the child-height sink and blow their own noses. Children love to help staff with everyday tasks. They help to tidy away their plates and cups after snack, telling their friends, 'It's tidy up time.' Children are confident and self-assured. They have regular opportunities to listen to stories everyday at the nursery. The impact of this is seen through children's developing love of books and confidence to talk about favourite characters and illustrations.

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

• Staff provide a nurturing and sensitive approach to children with special educational needs and/or disabilities. They are proactive in getting professionals on board to get children the help and support they need. This targeted approach helps to prevent gaps from widening.
• The curriculum is carefully designed to build on what children know and can do. Children have opportunities to practise the skills they have learned, to help them grow in confidence and to secure their knowledge.
• Good arrangements are in place to support children who are learning English as an additional language. Staff find out about children's home language vocabulary and use visual picture prompts to support young children's language development.
• The manager places a high importance on the well-being of her staff. She checks in with staff regularly and helps them seek support if they need it. The manager was, and continues to be, very supportive and understanding of everyone's needs during the COVID-19 pandemic. She makes sure procedures are in place so that staff feel comfortable and safe in the setting.
• Children new to the nursery are beginning to understand the rules and boundaries. Staff act as positive role models for children to see and to know the behaviour they expect from them.
• Parents' views of the nursery are highly complimentary. They praise the hard work of the manager and her staff. Parents comment how staff supported them extremely well through the COVID-19 pandemic, providing activities and ideas to support children's learning at home.
• Staff use additional funding well to address gaps in children's learning. For example, by providing one-to-one support for children and purchasing further resources.
• Children are motivated to explore and investigate and, overall, show good levels of curiosity and concentration. However, sometimes, during longer and larger group activities, some children find it difficult to maintain their interest. The organisation of these activities does not consistently support the different ages and needs of children at these times.
• Staff benefit from regular supervision and support to develop their knowledge and skills. The manager recognises she is not yet monitoring staff practice closely enough to focus support on helping them to build on their professional development. She has identified how she can particularly enhance the training staff receive to further improve children's good care and learning. For instance, through monitoring staff practice more closely.
• Children love to learn. They benefit from staff who show they enjoy their company and are interested in what the children have to say. Children learn about the world around them. For example, they learn to mix colours as they make marks, designing their Rangoli patterns to celebrate Diwali.

What the setting must and should do next

The provider should:

• review the organisation and timings of large-group activities to ensure all children are consistently well supported
• strengthen the monitoring of staff practice so that staff receive coaching and support that help them to further improve the good quality of children's care and learning.