Little Ducklings Putney Bridge Nursery

What is it like to attend this early years setting?

Children thrive in this homely, stimulating nursery. Staff respect children's choices and help them to recognise that their friends have their own opinions and ideas. This creates an environment where children are considerate and thoughtful. For example, when a child wants to take a resource being used in a different game, a staff member gently explains how it would disrupt the game. These patient conversations help children learn right from wrong.

Leaders and staff have built an ambitious curriculum for children. Children enjoy daily Mandarin lessons, forest school sessions, yoga and football classes. They delight in the wide range of interesting experiences on offer. This supports children to develop a positive attitude to learning.

Staff know children well. They follow parents' wishes and meet children's individual needs. Consequently, children are happy and comfortable and make good progress. Staff build close relationships with families. The nursery holds events such as sports day and invites children and families to participate. This fosters a sense of community and belonging that helps children feel safe and secure at the nursery.

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

• Staff encourage children to take part in daily hygiene routines to look after their teeth. Children confidently use their toothbrushes and look in the mirror as they brush their teeth after breakfast. Parents say that children are more willing to brush their teeth at home since the nursery started the toothbrushing sessions.
• Healthy eating is a focus at this nursery. Staff provide ample opportunities for children to be involved in the process of growing and preparing food. This helps children try new foods. The nursery shares balanced and nutritious recipes with parents to support children's healthy eating at home. Staff teach children, including babies, to serve themselves. This means they can make choices about how much they eat and are in tune with their bodies. Consequently, children are supported to develop healthy habits from a young age.
• Staff have high expectations of children. They encourage children to try to do things for themselves. Young toddlers help clear up using a dustpan and brush. Older children chop up lemons with a knife and make lemonade, which they drink with their lunch. Children work together to tidy up their toys. Staff give children lots of time when they have a go at doing things by themselves. As a result, children learn to become independent, and become resilient when persevering with tasks.
• Overall, staff help children's growing language and communication skills. They identify key words that they want children to learn and plan opportunities for them to use these throughout the day. Staff learn and use key words in children's home languages to use alongside English. This helps develop children's understanding. Staff read stories skilfully so children listen with interest. They create opportunities for children to act out the stories. For example, children enjoy going on a 'bear hunt' around the garden. However, there is scope for staff to strengthen the teaching of early literacy skills. For example, staff do not always correctly teach children the sounds letters make when supporting their early reading skills.
• Staff teach children about the benefits of being physically active and getting fresh air. Children relish their time outdoors. They are enthralled as they look for insects under logs. They fill wheelbarrows with soil and transport it around the garden. They hang from a tree trunk and balance as they walk across logs. This helps them develop their balance and coordination.
• Staff say they are supported both personally and professionally. Leaders conduct peer observations to give feedback on how to improve practice. They recognise most areas where staff require further support to improve their teaching. However, at times, they do not swiftly recognise inconsistencies in practice and provide focused and timely professional development opportunities for all staff. Therefore, staff are not always able to make improvements to their teaching to enhance the quality of children's education.

What the setting must and should do next

The provider should:

• review the teaching of early literacy skills so that all children benefit from consistently high-quality learning experiences
• strengthen programmes for professional development to continually build on and improve the practice and knowledge of staff.