Mouse House Nursery School SW18: The Kindergartens

What is it like to attend this early years setting?

Staff create a safe and welcoming space where children's well-being and safety are prioritised. The calm, friendly, home-from-home environment ensures children settle easily and gives them confidence to explore the many interesting activities staff plan for them. Children show they are happy, secure and ready to learn as they confidently explore the resources and focus on the things they enjoy. Staff have high expectations of all children, and children behave well. Staff support children to build positive relationships with their friends by encouraging them to help one another or show kindness. Children listen to staff and follow instructions.

Children are enthusiastic, active learners. They make the most of playing indoors and outdoors, having fun as they go. Staff engage children in play that is meaningful, such as exploring water and developing their physical skills by learning to balance and throwing balls. This supports their overall development and helps them to make good progress. Staff support children's emotional well-being by offering praise and reassurance when children need it. They interact warmly during care routines, such as nappy changing and rest times.

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

• The setting's curriculum is challenging and ambitious. Leaders have ensured that learning is sequenced and helps children build on their existing knowledge and skills. Staff get to know children well and regularly observe and track children's progress. Any gaps in learning are quickly identified and supported.
• Staff provide lots of opportunities for all children to sing songs, listen to stories and have conversations with each other. Children benefit from regularly hearing new words, which broadens their vocabulary. However, on occasions, staff do not always provide enough time for children to respond to questions posed to them to further extend learning. Overall, all children, including those who speak English as an additional language, make good progress in their communication and language development.
• Children behave well and are focused and motivated to learn. They build positive relationships with staff. Staff praise children as they learn new knowledge and skills.
• Staff are positive role models. They guide children's behaviour through gentle reminders, such as using 'kind hands' when playing with others. Staff address behaviours that are not acceptable, such as taking other children's toys or pushing. However, staff do not take all opportunities to support children's understanding of this and explain why these behaviours are not acceptable, to further build on their ability to regulate their actions and emotions.
• Children learn about leading healthy lifestyles and making healthy choices. Staff ensure that children wash their hands regularly and have daily physical exercise.
• Children look forward to the snack and meals, where they are able to make choices of what and how much they eat.
• Children have a wide range of opportunities to develop their independence and self-care skills. At mealtimes and snack times, children serve themselves and access water. Children make choices in their own play and independently access resources. They are learning to keep themselves and others safe by tidying up after themselves and wiping up spillages.
• Partnerships with parents are good. Parents value the positive contribution leaders and staff make to their children's lives and the progress they have made since starting at the nursery. Staff provide regular updates on children's progress and information on what children are learning and their next steps. Leaders have introduced a toy and book lending scheme, which supports this and has promoted positive learning opportunities at home.
• Leaders support staff in their practice well. There are lots of opportunities for professional development. This supports staff's teaching skills and also their progression. Supervision arrangements are used effectively to identify and support staff's needs. This has had a positive impact on children's learning and staff's well-being.

What the setting must and should do next

The provider should:

• improve staff's understanding of how to support children's language development further to extend learning
• help staff to support children's understanding of behavioural expectations and boundaries, to further promote their self-regulation.