Lubavitch Nursery

What is it like to attend this early years setting?

Children are happy and settled at this welcoming and friendly nursery. Their emotional well-being is supported effectively by the staff. Staff gather current information from parents about each child as they arrive each day. Children engage quickly in their chosen play and are, overall, active learners. Staff make sure they provide a curriculum that builds on the interests of children and supports what each child is ready to learn next. Children are curious in their play and build on their skills and knowledge effectively.

Children's independence skills are supported very well by staff throughout the nursery. Staff help the youngest children make choices in their play and start to do things for themselves. For example, babies, with support from staff, find their shoes and initially try to put these on by themselves. Older children, pour their own drinks, self-serve food safely at lunch time and clear away their own used plates. Children understand what staff expect of them and behave well. Staff help children to share toys and take turns. They regularly use positive words and phrases when praising children's good choices and decisions during their play and learning. All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points.

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

• The provider and the staff team have worked hard to make improvements since the last inspection. They are committed to developing practice and they seek effective support from the local authority early years' team.
• Leadership is strong at the nursery. Children are now provided with an ambitious curriculum that staff enthusiastically implement. The provider constantly reflects and strives to deliver high-quality care and education for children, so they are ready for the next stage in their learning, such as school.
• Children have a wide range of resources available to them inside and outdoors. Resources are on low shelves or containers so that children can access them easily. There are opportunities to explore the outdoor area and there is a strong focus on the learning available in this well-resourced area.
• Staff encourage children's independence. Children are given time and encouragement to put on their hats, scarves and coats by themselves. Staff praise children in their efforts, recognising their achievements and helping to raise their self-esteem.
• Staff working with babies are attentive and sensitive to babies' individual needs and routines. They offer lots of reassurance and cuddles. Staff are considerate to when they change babies' nappies, or when they go to sleep. These routines are respectful and unhurried.
• Children who speak English as an additional language are supported by staff.
• They use children's home language to help them understand the meaning of English words. This contributes to children quickly beginning to use English words to communicate and show confidence in the conversations they have with staff.
• Children have lots of opportunities to develop their communication and language skills. Staff encourage children to sing songs and join in with the actions, and they do so enthusiastically. Staff teach children new vocabulary through modelling language and asking questions as they play. However, some staff do not consistently use a range of questioning, such as open-ended questions that give children opportunities to extend their thinking.
• Children learn about their own and wider communities. Staff help children acknowledge a range of multi-cultural festivals in addition to their own Jewish holidays. Staff take children to visit local shops and parks. This helps to extend their knowledge of the world.
• The provider ensures that the nursery is inclusive and meets the needs of children with SEND and those in receipt of additional funding. Referrals are made in a timely manner to ensure children have the right help. They work in partnership with families to seek support from external agencies as needed.
• The provider supports her staff on an ongoing basis, including supervision meetings. This gives staff opportunities to reflect on their practice and identify professional development opportunities.
• Parents praise the work and dedication of the provider and staff and appreciate how this is reflected in their children's progress. They say the staff are kind and welcoming in their approach, including the support they provide for parents throughout the year.

What the setting must and should do next

The provider should:

• strengthen staff questioning techniques to provide children with opportunities to further develop their communication and language skills and help them to think critically.