N Family Club

What is it like to attend this early years setting?

The nursery atmosphere buzzes with children's excitement from when they start in the morning. Children show their eagerness to explore. For instance, they assist their parents signing in their attendance on the electronic register. Children settle well, and form close bonds with their peers and staff. Children are happy, content and feel safe. They smile at the inspector as they mould clay with real sculpture tools.

Children behave well and show positive attitudes towards their learning. For instance, toddlers make large marks on a chalkboard and say, 'it looks like a cucumber'. Children play together cooperatively. For example, they play well during an activity exploring natural resources. Children learn to share and take turns well. They show good concentration skills while they listen to staff explaining how to jump off a wooden stepping block. Children enjoy jumping down with delight and run to the back of the queue to have another go.

Older children attempt to write letters and staff give them praise. This helps to build children's confidence and self-esteem. Children giggle and laugh out loud as they brush a large model of teeth with soap foam. Staff explain to children about the importance of brushing their teeth regularly.

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

• Leaders are passionate about their responsibilities. They check each aspect of the provision. Leaders reflect on the feedback of others and makes changes to ensure that children's needs are met. For example, following parents' requests for a cover for the nursery's buggy shed, leaders erect the cover straight away.
• Overall, staff complete comprehensive assessments of children's progress. Staff plan next sequential steps for children's learning. Children make progress from their starting points in development. Leaders listen to their team during meetings. They ensure that they provide the right training for staff to maintain high standards in care and learning.
• Staff have high expectations for all children's learning and development. This includes for children who speak English as an additional language and children with special educational needs and/or disabilities. Staff use funding from the local authority to bring in external professionals to enhance children's learning. Children make progress.
• The quality of teaching is strong. Staff place a strong emphasis on developing children's speech and language skills. They use words, such as 'sculpture' and 'soft'. Staff expand children's emotional vocabulary from a young age. They support children to express how they are feeling. However, on occasions, children's listening skills are not always supported as staff do not always give children enough time to process information before asking a question.
• Children behave well. Staff remind them to say thank you and please. Babies wait patiently during mealtimes while staff sing rhymes. Older children serve their own meals. Staff model how to use cutlery and support children's lively conversations.
• Children develop their independence. They wash and dry their hands, and place the paper towel in the bin. Toddlers who are potty training know when it is time to place their pull-ups on before sleep time.
• Children receive ample opportunities to learn about the world around them. They regularly explore the local community, such as the park. During an adult-led activity, children learn about what people from different cultures wear. They role play wearing a scarf over their head and a cap when to pray. This helps children to gain an understanding of people, communities and the wider world.
• Staff make effective use of settling-in arrangements. They gather information to plan familiar care routines for children's needs. Staff use a range of communication methods for parents, such as an online app. Parents give complimentary feedback about the nursery's service. They say that 'it has a magical feel' and 'we are impressed with the nursery'.
• Children have access to regular fresh air. They go to the garden throughout the day. Children ride tricycles and scooters around the garden. They visit the shop to buy fruits for Eid. On their return back to the nursery, they talk about the fruits which they have bought, such as pomegranates.

What the setting must and should do next

The provider should:

• give children enough time to process information to better develop their listening skills.