Lloyd Williamson Nursery Kensington

What is it like to attend this early years setting?

Children arrive at the setting happily and separate from their parents with ease. New children are supported well to settle into the nursery. Staff ensure that children feel safe and secure. They develop positive relationships with children. Children show a positive attitude to their learning. They show good levels of focus and concentration. They independently select their chosen activity from the thoughtfully planned and varied curriculum. There is a strong emphasis on developing children's language in music sessions and a love of books. For instance, songs, rhymes and familiar stories are planned according to children's interests and what is happening in the world around them.

Children are well behaved for their stage of development. They quickly learn the nursery routines and the simple rules that are in place for their safety. For example, young children learn to manage their own risks as they climb ladder steps in the garden. Staff are role models, and they consistently support and encourage children. Children are supported to develop age-appropriate independence skills and enjoy helping to carry out small simple tasks. For example, older babies feed themselves and are supported to wash their hands before meals and after playing in the garden. Children play together with great concentration in a calm and productive atmosphere.

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

• The manager has an ambitious curriculum and vision for the nursery. She has a clear overview of the curriculum and monitors its effectiveness. The manager reviews children's progress to ensure that staff know what children can do and need to learn next. She monitors staff's practice to help them implement the curriculum. This supports all children to make good progress from their starting points in learning.
• Staff create a calm and relaxing space for babies and toddlers to explore and engage in sensory resources. Children become involved in using malleable resources. For example, babies roll and squash play dough, and push down pumps to squirt water to wash cars. This helps to develop their small-muscle movements.
• Staff place a high priority on developing children's language skills. Staff sit face to face and encourage eye contact as they speak and sing to children. Children enjoy hearing different songs and rhymes in English and their home languages. They take part in regular music and song sessions to develop their language skills. However, staff do not consistently think about how large-group activities can engage younger children. For example, group singing sessions are too long and children lose interest and become disengaged.
• Staff speak positively about the manager and comment that they feel valued and supported. The manager conducts regular staff supervision sessions and makes observations of the quality of teaching to ensure that it is consistently good. Staff training is positively encouraged so that staff can build on their skills to improve outcomes for children.
• Children benefit form an embedded key-person system. Staff ensure a smooth transition and fully prepare children for the move on to the next stage of their learning. This supports children's self-esteem and well-being.
• Parents are happy with nursery and comment that they like the friendly and caring staff. They are happy with the information they receive from staff about their children's care routines and general activities and the informative newsletters. However, staff do not share information about what children need to learn next step with parents, to support children's learning at home.
• Children benefit from regular time outdoors to support their physical skills. They confidently climb and travel through tunnels. They race wheeled push-along toys with their friends.
• Children have opportunities to learn about the local community. Staff regularly take children on trips to the local parks to see wildlife. Children also enjoy visits to local markets to buy and taste more unusual fruits. This supports children's wider understanding of the community and the world around them.

What the setting must and should do next

The provider should:

• review the organisation of larger group activities for babies and toddlers, to ensure that all children remain fully engaged and interested in their learning
• strengthen communication with parents so that they know what their children need to learn next, to support them further at home.