Monkey Puzzle Day Nursery West Norwood

What is it like to attend this early years setting?

Children show that they enjoy their time at this setting. As they arrive, children and staff warmly greet each other with enthusiasm. The children look eager to start their day and settle quickly at self-chosen, well-planned activities.

Children's behaviour is favourable. They are kind, sociable and cooperative with each other. For example, as a group of four pre-school children are sitting together, they are generously passing coloured felt-tip pens and crayons to one another. When a child wants to join the group, the children independently move their chairs to give space for the child to join them. The area has a good energy of friendliness as children learn and play together.

Partnerships with parents are good. They feel supported by staff who communicate well and spend time getting to know their children. Parents are especially happy about the settling-in arrangements before and during COVID-19. The nursery seeks to understand parents' views on important issues. Parents report feeling listened to and being fully involved in their children's development and learning.

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

• Children's physical skills are supported by the activities and opportunities they have at the setting, both indoors and outdoors. Each room at the nursery has access to a well laid out, spacious outdoor area, with a large climbing frame. Helpful staff supervise the area. Children have free-flow opportunities and planned activities to support physical development. For example, young children enjoy fruit snack time and eat with their fingers, other children are exploring jelly and cornflour.
• Children in this nursery are curious, self-assured and happy to approach visitors. They approached the inspector with confidence to have discussions about the use of shapes when drawing animals.
• Children build on early maths knowledge. They skilfully compare and extend on what they already know. This helps children to notice differences and similarities. For example, they had a lively conversation comparing hair images to real-life.
• Children's vocabulary, speaking and listening skills are extended with excellent commentary by staff to children. However, at times other staff divert children's attention with unnecessary dialogue and movements in the background.
• Reading is an active feature of this nursery. Children show a love for books and reading. They listen and are engaged as books are read to them. For example, there is a story time book activity planned in-between the transition from tidy-up time to snack-time. This had children bouncing up and down with enjoyment.
• The leadership team has close links with the local authority special educational needs coordinator, and they attend organised drop-in sessions. This link supports children with special educational needs and those being monitored for additional support.
• The children are given appropriate responsibilities. They participate in cleaning tables and then laying the tables with knives and forks in preparation for lunch. They are learning about taking responsibility and carry out their tasks fully and carefully.

What the setting must and should do next

The provider should:

• support staff to understand the impact of unnecessary distractions during children's planned activities to support children's developing listening and attention skills.