Little Raccoons Day Nursery (Pinner)

What is it like to attend this early years setting?

Children happily arrive at the nursery, excited and eager to start their day and investigate the activities provided. They are greeted by caring and happy staff and leave their parents with ease. Children are confident and good communicators. They are inquisitive; they ask visitors questions and enthusiastically tell them what they like best about their time at nursery. Staff develop good relationships with all children, especially their key children. They encourage children to learn good social skills and gain independence.

Leaders have introduced a strong and ambitious curriculum which is informed by what they already know about the children. The management team is highly attuned to the needs of children with special educational needs and/or disabilities (SEND). This allows it to work with parents and other professionals to ensure that appropriate support is put in place quickly. The ongoing support that these children receive ensures that they continue to make the best possible progress.

Children relish their time outdoors. They know to wear hats and sun cream. Children have ample space to run, climb and balance on the equipment provided. They negotiate space well as they steer ride-on toys, careful not to bump into their friends. Older children support their younger friends, giving them rides on pedal toys and encouraging them to join in their games. Younger children develop their hand-to-eye coordination pouring between cups and funnels in the water tray.

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

• The manager ensures that the curriculum for communication and language helps every child to make good progress in their language development. Singing and stories can be heard throughout the nursery. This supports children to learn and use new vocabulary. Babies laugh and clap as staff sing to them, and older children finish sentences of well-known stories.
• Staff have a clear understanding of what children should learn in their personal, social and emotional development. They discuss children's emotions with them and talk about how their actions might make others feel. Younger children have pictures on the walls to support them to identify their feelings. This helps children to understand and communicate their emotions.
• Children have opportunities to develop their social skills. Children show respect for one another and build each other's confidence and self-esteem, praising and encouraging one another, saying 'you can do it' and 'well done'. Developing important social skills such as these helps children to form friendships.
• Behaviour is generally good. However, there is not always a consistent message from all staff regarding expectations and behaviour management. This can lead to confusion for the children and, on occasion, children's behaviour can then escalate.
• Staff support children to make good progress in their mathematical development. They integrate counting into games throughout the day. For example, as children play, they count their jumps. Staff use mathematical language as they play with children. They discuss how containers are 'half full' or 'half empty'. This supports children to begin to learn early mathematical concepts.
• Children show a positive attitude to doing things for themselves and develop their independence and sense of responsibility successfully. For example, toddlers clear their own plates and older children also self-serve their food. This helps children to prepare for the next stage of their learning.
• Staff take the time to get to know their key children well. Activities are planned to ensure the children's enjoyment and development. As such, children want to engage in the activities and show a good attitude to learning.
• Parent partnerships are strong. Parents are invited in to support learning about different festivals. This builds relationships between the nursery and families and supports the children to learn about and respect other cultures, preparing them for life in modern Britain. Family events, such as graduation and sports day, are scheduled at times when the most parents are able to attend to share in the children's achievements.
• The manager is passionate about ensuring that every child is supported to grow and develop. She supports staff to improve their practice well. Staff comment that they feel valued and well supported; they enjoy working at the nursery. The manager makes sure that she is working with the children for the majority of time, and uses this as a way to model good practice and offer regular feedback to staff. In addition, staff attend regular training. The manager identifies this based on discussion with staff and the needs of the children. This leads to good outcomes for children.

What the setting must and should do next

The provider should:

• improve the organisation and preparation of mealtimes and some group times to ensure that all children are engaged at these times
• ensure that all staff implement consistent behaviour management procedures so that all children gain clear and consistent messages about what is expected of them.