Lb2 Nursery Ltd

What is it like to attend this early years setting?

Children engage in learning as soon as they arrive at this happy nursery. Staff provide reassurance, making children feel safe and ready to learn. Children build on their communication and language. For example, children enjoy playing at the hairdressers, where they delight in sharing their 'barbering' skills to pretend to shave a staff member. They excitedly wash, dry and straighten hair, as they share with their friends lots of vocabulary of their experience. For younger children, they learn language through play and repetition. Before lunch, they sing a prayer song in Hebrew. This also provides a sense of belonging.

Lots of cosy areas both indoors and outdoors encourage children to enjoy books. Young children find a covered, cosy space under a table, where a staff member spontaneously joins them to read a story. Children are engaged and listen with intent. Older children share a story experience and recall information they have previously learned. For example, they recall the name of the author 'Mick Inkpen', who is also 'a graphic designer'. They talk about the pictures they see and confidently ask questions to broaden their knowledge. Staff and leaders have high expectations for every child. The curriculum is ambitious and inclusive to ensure every child, including children with special educational needs and/or disabilities, makes good progress. Planning is effectively based around children's interests and engagement.

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

• There is a strong emphasis on children building their physical development. For example, pre-school children use balance boards to improve their balance and core strength. Toddlers explore cooked spaghetti with their hands and use scissors to cut, which supports their fine motor skills. Young children use swinging bars outdoors with adult supervision to support their arm strength and grasp.
• Children build their independence skills well. Young children are learning how to put their coats on with attentive staff. Toddlers begin to use the bathroom and wash their hands. Pre-school children serve their peers meals each day as children queue for lunch. The children confidently ask, 'What would you like today?' This supports children in preparation for school.
• Children develop their language in a variety of ways at this setting. Staff narrate during play, introducing lots of vocabulary and extending language. Spontaneous opportunities follow children's interests in music sessions. For example, children joyfully sing nursery rhymes and use actions with staff playing the piano.
• Children have many opportunities to share their emotions in every room. Staff develop their skills in self-regulation. During group time, pre-school children recall the events of the morning and what they have learned. Staff ask children to give a thumbs down or up to share how they are feeling. Children can speak about what makes them sad or happy in the morning. Children feel valued and confident to talk about their emotions.
• Staff form secure attachments with their key children. They work with parents so they understand each child's needs well and can plan activities effectively. This builds children's confidence. Children behave very well in the setting as they understand the routines and expectations well. This is through positive staff role modelling.
• Parents appreciate the ongoing communication that staff and leaders provide. They report that staff are warm and nurturing towards their children. They appreciate the kindness and patience shown during the settling-in process, which reassures them that their child is safe and cared for.
• The manager and leadership team values their staff's well-being and workload. Staff appreciate this and feel they have a good work-life balance. The manager uses regular supervision and staff meetings to target professional development and share good practice. This builds on staff members' strengths and supports building confidence in the workforce.
• Children participate in a wide range of experiences, which includes trips to the library and local shops. They develop a strong sense of community and understand what makes them unique. However, although children learn about other cultural festivals, faiths and celebrations, the environment does not reflect this. This reduces children's knowledge of the wider world on an everyday basis.

What the setting must and should do next

The provider should:

• improve resources within the environment to fully reflect all faiths, religions and cultures within the nursery to support teaching of the wider world