LEYF London Fields Nursery & Pre-School

What is it like to attend this early years setting?

Children are happy at this friendly, welcoming nursery. They show that they feel safe and secure through their positive engagement and attitudes towards learning. Children arrive eagerly at the nursery and are keen to go inside. They quickly become engaged in their chosen activities.

Children particularly enjoy playing in the outdoor area. Staff help children to understand the natural world through practical experiences. For instance, children grow vegetables and have recently started to use their compost heap and wormery. Children develop their coordination as they negotiate an obstacle course or manoeuvre over the climbing frame. This supports their physical development very well.

Children are curious and show a willingness to have a go and try new things. For example, toddlers join in making play dough; they scoop flour and mix in oil and food dye, delighting in the changing texture and colour. Children respond positively to the high expectations and gentle guidance of staff. Children listen well and move between the routines with minimal disruption. They gain the knowledge and skills they need for the eventual move to school.

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

• Parents speak positively about the nursery and the manager. They value the outside space and the opportunities children have to get fresh air and exercise daily. Parents talk about the strong bonds their children have formed with staff and their 'caring and loving' attitude.
• During the COVID-19 pandemic, the nursery closed and children were moved to 'hub' nurseries. Staff have worked hard, since recently returning to the nursery, to ensure children feel settled and have a sense of belonging. This is supporting children's emotional well-being effectively.
• The curriculum is well designed, and staff know children well. Staff carefully follow children's individual interests and confidently use information from assessments to plan enjoyable activities for them. Staff closely monitor the progress children make. They identify any gaps in children's learning and implement plans to help them catch up. All children make good progress from their starting points.
• Children develop a love of books and enjoy listening to stories. Toddlers eagerly go and fetch their favourite books, which they give to staff. Staff are excellent storytellers and engage children well with the stories. Children point to the pictures and talk about what they see.
• Staff demonstrate a good understanding of increasing children's language and communication skills. Staff use signs with younger children, repeat words and support children to extend their vocabulary. Older children engage in meaningful conversations and share their ideas. Staff use small language groups to help close gaps in children's learning, so no child is left behind.
• The manager has regular supervisions with staff and monitors their practice. She recognises the impact of COVID-19 on her team and places a high importance on staff well-being. The manager supports staff to address any areas for improvement and to continue to provide high-quality care. Staff state that the manager is supportive. They comment that despite being a new team they are getting to know one another and growing in strength.
• Children behave well and are confident. Staff have high expectations for children. They support them well to make independent choices and carry out tasks for themselves. For example, older children tidy up after lunch and younger children know to wait patiently to go down the stairs to the garden.
• Staff focus on children's emotional well-being. They ensure children feel safe and secure. Older children enjoy meditation sessions and effective settling-in procedures ensure babies quickly build bonds with staff. However, at times, this focus on reassurance means that more able children do not get the challenge they need to extend their learning to the highest level.

What the setting must and should do next

The provider should:

• continue to ensure that all children are challenged and have opportunity to develop their learning to the highest level.