Minik Kardes Ltd at Hornsey Road Children's Centre

What is it like to attend this early years setting?

Staff welcome children into nursery offering comfort and physical reassurance. Children respond well to this, ready to start their day. Staff plan the environment so that children can play and experience a range of interesting activities. Children are fully absorbed as they take on imaginary roles pretending to be family members as they push the baby in the buggy. They show skill and dexterity as they play physically. They follow each other in a circuit on the bikes, calling out to each other and offering guidance. They let each other know if they need to go back inside, with friends shouting, 'Don't be too long.' Staff are great role models as they acknowledge that children are being kind and considerate to each other. Staff empower children to become independent as they encourage them to manage tasks for themselves. Toddlers confidently find and put on their own shoes with skill when leaving the soft playroom. Staff support children's communication skills with a close and considered approach. They provide ongoing commentary to support language development. They make good use of books and visuals for children to recognise and speak about their feelings and emotions. Story times are engaging and delivered to make children want to take part. Children's early mathematical skills are developing well. Older children count confidently, and all children solve problems and explore shape and space as they independently negotiate shape sorters and build with construction toys.

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

• Leaders, with the full support of the provider, reflect well on their practice to identify areas for improvement. They have been able to successfully make the transition required following the change in overall organisation. Staff appreciate that there are clear support mechanisms in place. They have worked closely with the local authority early years advisers following guidance to embed new ways of working and for planning the curriculum. Staff have regular opportunities for professional development. They receive effective supervision and feedback from managers. There is a focus on staff's well-being and recognising their achievements.
• Staff take time to get to know children individually when they are settling in and throughout their time at the nursery. As a result, children have built secure relationships with their key person and other staff members who provide buddy cover. Staff use assessments to monitor children's learning and development successfully. This includes children with special educational needs and/or disabilities (SEND). Where further support is needed, staff follow individual plans and work in partnership with parents and other professionals. Leaders use additional funding to ensure that children with SEND receive focused support and attention, which includes in small groups or with their key person.
• Staff teach children how to behave by demonstrating how to listen to each other during conversations and by using good manners. This is reinforced well by staff, who acknowledge fully when children use the language and good manners they have learned. Children who are about to make the transition to school benefit from a good range of experiences that prepare them well for their next stage of learning.
• Leaders and staff have high expectations for all children. They implement a curriculum that focuses on children developing their independence and gaining skills, such as confidence and social skills. However, at times, particularly during transitions and outdoors during group activities, children's spontaneous play is not always as well planned for so that children remain more focused and engaged with adult attention.
• Children are provided with healthy, nutritious meals and snacks that they really enjoy. There is a focus on providing fresh, healthy foods. Clear procedures are in place that meet the needs of children who have additional dietary requirements. These are managed with clear communication and staff awareness. This includes regular discussion, written guidance that is clearly displayed and accessible and through children's individual plans.
• Leaders and staff follow clear safety and risk assessment procedures for keeping children safe and secure and the setting well maintained. Children are closely supervised by staff, including when negotiating the stairs and lift. All staff hold paediatric first-aid certificates. They have a secure knowledge of how to administer first aid, and any accidents are dealt with appropriately.
• Staff promote a culture of respect, diversity and inclusion with well-chosen resources, books and activities. Families celebrate different festivals, and staff welcome parents' participation in sharing their cultural traditions. Staff actively encourage children to use their home languages at nursery in their play and during conversations with staff.
• Parents value the flexibility the team offers. They appreciate that staff provide information about children's development and advice on a wide range of relevant topics, including potty training and accessing external family support services. The manager is continuing to develop this aspect to strengthen the focus of the two-way communication. This focus is to be clear and consistent about expectations so that all parents are aware of specific policies for working in partnership around information sharing and expectations of the setting.

What the setting must and should do next

The provider should:

• enhance the planning and delivery of large group times so that staff can prioritise their interactions and fully support children's play and learning
• continue to strengthen the existing systems for communication between leaders, staff and parents to further enhance effective information sharing.