Little Raccoons Nursery Finchley

What is it like to attend this early years setting?

Children receive a warm and caring welcome from staff at the start of their day. Staff have a good rapport with children and get to know them well. Children separate well from their parents. They show that they feel safe and secure in the care of staff. Children comfortably approach their key persons for hugs and cuddles. Staff expertly promote children's positive interactions. Babies maintain good eye contact as staff sing and read to them. They enjoy meaningful back-and-forth interactions from games, such as peekaboo. Staff value children's comments, ideas and opinions. There is a respectful culture across the nursery. Children are confident to express their individual preferences for their play and activities.

Leaders have devised a broad curriculum. Staff plan a good variety of activities involving sensory exploration. For example, children learn to recognise different colours as they mix paints and observe change. Staff use spontaneous play to engage younger children and build their good concentration. For example, toddlers enjoy creating different sounds as they join staff to rustle metallic fabric. Across the nursery, children focus well during their play and learning. In general, children behave well. Younger children take turns and learn to share because staff quickly intervene to resolve minor conflicts appropriately.

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

• Staff promote children's developing language and communication well. They offer a clear running commentary of children's actions. Staff name and describe objects as they play with children. Babies quickly move from babbling to using intentional speech. Children who speak English as an additional language have good opportunities to learn words in English.
• Staff encourage children's early enjoyment of books and stories. Babies independently choose books to sit and look at. Older children learn to confidently recall the events of their favourite stories.
• Children gain good skills to manage their independence. They wash and dry their hands after playing and before eating. Staff teach children how to eat with good manners as they sit in groups at mealtimes. Children serve their own portions and drink from cups. They display positive attitudes towards eating healthy food.
• Children listen to staff and follow the routines. For example, children wait patiently and line up before going to lunch. They know they must walk inside and be kind to their friends. However, at times, staff do not consistently teach individual older children why rules are important. Therefore, not all older children display the level of understanding of the expectations which they are capable of.
• Staff promote children's good physical development. Children enjoy scooping and filling containers when they play with coloured sand. They learn to make controlled arm and hand movements during collaborative mark making.
• Outdoors, children play actively. They climb energetically as they mount the slide. Children develop good coordination and balance as they travel over equipment and jump across pads. Children have opportunities to learn about life cycles through activities linked to books, such as 'The Very Hungry Caterpillar'. They enjoy occasional opportunities to observe growth and change from planting seeds.
• Partnership with parents is excellent. Parents speak highly of the manager and staff at the nursery. They comment how leaders and staff support them. For instance, staff offer advice and suggestions to parents about how they can promote their children's physical and language development. Leaders involve parents in the life of the nursery. They proactively consult them for their views and hold workshops and special event days that help to build a sense of community.
• Staff are mindful of the goals that they want children to reach. They use their knowledge of each child and of child development to give praise and to set the next step of learning. Children benefit from staff's knowledge and skills. They make good progress in their development. Staff help children to acquire the skills necessary for starting school. Children learn to recognise letters and their sounds. They learn to talk about past events and sit together during carpet times.
• Leaders adopt a dynamic approach to support staff. The manager provides tailored mentoring for individual staff. She encourages staff to reflectively evaluate their practice and the impact of their teaching. This helps to identify areas for development or change. Staff benefit from effective training and access to ongoing professional development opportunities. This ensures that the quality of education continues to improve.

What the setting must and should do next

The provider should:

• teach older children why rules are important and further develop their understanding of expectations.