N Family Club Chertsey

What is it like to attend this early years setting?

Children thrive in this welcoming setting where they feel happy and safe. Staff are passionate about their roles and supporting children who are new to the setting or have moved rooms. There is a happy and calm atmosphere across the nursery, which filters down from the calm and supportive management team. Staff are attentive and sensitive in their interactions. Children benefit greatly from the different skill sets of staff, and boys in particular gain from these positive role models.

Staff plan plenty of interesting and fun activities to help children make good progress. Older children join the pre-school council to discuss how they would like the day to be planned and what extra activities they would like to take part in, such as learning a new language or practising some yoga. They show good imagination as they pretend to be different animals using puppets. Toddlers take part in 'doodle dancing' and paint to music. They alter their painting when the music is changed, which enhances their creativity. Babies enjoy lots of sensory play such as exploring sand, play dough and finger painting. Staff respond quickly to babies' needs and offer soothing interactions and gentle cuddles when younger children wake from their sleep. Children with special educational needs and/or disabilities make good progress, as staff provide personally tailored support and work closely with parents and relevant professionals.

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

• The management team is committed to and passionate about providing high-quality care and education for children. It recognises the importance of positive staff well-being, which staff value. Staff have plenty of opportunities for training and personal development, and this reflects positively on the teaching and education that children receive.
• Managers plan a broad and balanced curriculum that covers all areas of learning. Staff understand the curriculum intent and have a good understanding of how young children learn and develop. Staff place prompts at each activity to remind them of how best to support children's learning. At times, however, the intent of planned activities is sometimes a little too ambitious for children's ages and stage of development. In addition, staff sometimes plan for too many learning intentions at one time, meaning that the support for children's learning is not as targeted as it could be.
• Children are kind to each other and demonstrate good behaviour. They help care for their environment, for example by learning how to use a dustpan and brush to sweep up sand from the floor. Staff across the nursery use resources such as 'The Colour Monster' to help children start to learn about their feelings and emotions.
• In the main, staff support children to develop independence and healthy lifestyle habits. All children wash their hands before eating, and older children independently wash their hands after using the toilet. However, there are times when hygiene procedures are not fully embedded in staff's practice, and staff do not consistently support children in learning about the importance of healthy lifestyle habits. For example, children are not always encouraged to cover their mouths when they cough, and staff do not always notice when children eat from serving spoons or re-use cutlery that they have dropped on the floor.
• Children have good opportunities to learn outside. They develop a range of physical skills as they take part in parachute games and paint on easels. Staff also support children to learn about the wider world. For instance, they visit local museums, go on train rides and enjoy visits from dentists, the police and the fire brigade.
• There are strong partnerships with parents at this setting. Parents speak very highly of the staff and management team. They comment on the effective communication, the sense of warmth and professionalism and that staff are friendly and approachable. Staff strive to help new parents feel secure and settled as much as their children. For example, when families speak a different language at home, the team utilises a staff member who speaks the same language, which helps to create a sense of belonging.

What the setting must and should do next

The provider should:

• support staff to develop clearer links between the intent and delivery of activities so that they do not give children too much information at once
• embed hygiene practices so they are consistently understood and followed by all staff to promote children's understanding of good hygiene and healthy lifestyle habits.