Monkey Puzzle Day Nursery East Sheen

What is it like to attend this early years setting?

Since the last inspection, the leadership team within the nursery has changed. New managers demonstrate an effective oversight of the nursery. For example, they ensure that children and their families form strong bonds with their allocated key persons. Managers place a priority on children's emotional well-being. New children quickly settle into nursery. Children who are moving between areas are also well supported by robust planning for their transitions. There is good communication and information-sharing between key persons to ensure that transitions are well managed and smooth for children and their parents and carers. Parents state how they feel their children are well cared for, safe and make good progress.

Staff implement a balanced curriculum with a high focus on developing children's language and communication. Key persons build opportunities into activities for children to begin to use their voices. For example, they encourage the youngest children to copy actions and repeat known phrases in their favourite songs and rhymes. Older children know their attempts to interact with staff will be acknowledged and quickly responded to. Children become confident talkers. They share their thoughts and ideas and maintain their focus in adult-led and free-play opportunities. Staff work well together, such as they move around to be where children are. They act as role models to demonstrate respectful and kind behaviour, which children copy. Staff prompt children to use their manners.

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

• Leaders have developed a well-sequenced curriculum that staff have a clear understanding of and implement well. Staff plan purposeful learning opportunities, as they have a clear next steps for their key children. They plan activities to support what children need to learn next.
• As staff lead or observe children's play, they confidently adapt or change activities to extend children's learning. They develop children's curiosity and maintain their interest. For example, staff encourage children to become 'scientists' to mix coloured liquids to create 'potions' and chefs as they cut and chop vegetables to make salad to share with peers and eat with their lunch.
• Staff develop children's interest in life cycles and growing. For example, four ducklings have recently been hatched in the nursery. Children participate in daily activities to feed, clean and watch as the ducklings swim. All children watch closely, with older children discussing how they are changing. Staff support children to compare how seeds they have planted grow. Children discuss how the plants need sun and water or how their baby brothers and sisters can copy when they clap their hands.
• Staff identify children who require additional help or children with emerging special educational needs and/or disabilities (SEND). Leaders and staff work with parents to provide support by adapting activities and differentiating the curriculum to have specific aims for children's individual stage of development. Staff evaluate their practice and state how they would like to further develop their knowledge and skills to include strategies they can introduce to support children to participate in daily routines. For example, staff say it is tidy-up time and begin to sing the tidy-up time song. However, children with SEND continued to play as peers prepared for the transition from indoor to outside play.
• Staff establish very strong partnerships with parents. They work with parents to help children to settle and gather information about children's families and development. Staff routinely share information about children's experiences and their focus for future learning. They plan regular opportunities to share special celebrations and events, so parents can spend time with their children in the nursery.
• Since the last inspection, new leaders have prioritised the recruitment of permanent staff. All new staff have a planned induction into the nursery. During the induction and probation period, they tailor support and training to individual staff's needs. This has enhanced the intent and implementation of the curriculum and raised the quality of education.
• Staff state how well supported they are by leaders. They describe how they can ask for support when needed as leaders are approachable. Staff feel valued in their roles and morale within the staff team is very high.
• Older children act as role models for younger children. Staff encourage all children to be independent. For example, young children learn to feed themselves. Toddlers serve their food and pour drinks. Older children independently use the bathroom and follow hygiene routines with minimum prompting from staff. This helps children to be prepared for the next stage in learning. Children show positive behaviour and attitudes in what they can do.

What the setting must and should do next

The provider should:

• develop staff's knowledge and skills further to include strategies to support all children with daily routines.