N Family Club Tulse Hill

What is it like to attend this early years setting?

Children happily enter the nursery and are greeted enthusiastically by staff. Pre-school children demonstrate good language and communication skills. They excitedly recall what they did at the weekend. They speak about visiting grandparents and enjoying ice cream. Babies enjoy singing songs and rhymes with staff. They smile as they copy the actions to the 'Row, row, row your boat' song. Older babies are able to express themselves and communicate their needs. They have fun as they explore blowing bubbles with staff.

Toddlers learn to move their bodies during yoga sessions. They choose to explore movement during the 'Butterfly' song. The confidently stretch out their bodies and wiggle their toes. They recognise changes in their body as staff encourage them to breathe in 'like a big bubble'.

The curriculum is planned to provide all children with a range of outdoor experiences. Children develop coordination and balance. Younger children participate in a parachute activity and enjoy running underneath. Older children skilfully balance on planks and spontaneously hold out their arms while pretending to be aeroplanes. Children also have the opportunity to attend forest school. They develop an interest in growth, life cycles and nature. Their early maths skills are supported as they record the numbers of bugs that they have found during a 'bug safari'.

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

• The new manager is evaluative and enthusiastic. She has introduced a number of positive changes to develop the quality of the provision. Staff benefit from good training opportunities to improve their practice. For instance, staff have recently attended training to develop using sign language in the nursery. This is to help all children to communicate further, including children with special educational needs and/or disabilities.
• The leadership team acknowledge that it has been challenging for them to recruit staff. The staff team is now building and is more stable. However, the key-person system for some of the babies is not always effective. On occasions, babies do not benefit from consistent staff to support their emotional security.
• Staff place strong emphasis on children's communication and language. They read stories with enthusiasm and use good questioning skills. Children enjoy story time and share their ideas. Staff build on children's language. Toddlers name different types of bugs and are introduced to new vocabulary, such as 'praying mantis'.
• Overall, staff are clear about what they intend for children to learn. However, staff do not always ensure that younger babies have sufficient opportunities to investigate. There is a lack of opportunities for young babies to explore using their senses.
• Staff and parents are reassured by the positive changes that have been introduced by the manager. Parents are generally happy with the care provided to their children. They had some previous concerns about transitions and staff changes. However, they are happy that the staffing arrangements are now more stable. Parents say that the staff are attentive and describe the new manager as 'fantastic'. Parents are kept well informed about their children's progress.
• Children are eager to learn and they behave well. Older children understand concepts such as turn taking, and they negotiate with their peers. Younger children help to tidy up when staff sing the tidy-up song. They spontaneously help to sweep up the sand, showing care for their environment.
• Children learn to be independent. They wash and dry their hands after using the bathroom and before eating. Toddlers are proud to be chosen to help set the table for lunch. They confidently serve their own meal and staff engage them in conversations about healthy eating.
• Children who speak English as an additional language or who are bilingual are well supported. Parents share key words in home languages with staff and these are used to support children's communication in the setting. Staff encourage children's awareness of equality and diversity. They support children to learn more about one another and their home celebrations.

What the setting must and should do next

The provider should:

• strengthen the key-person system to ensure that each child consistently has an assigned key person to support their emotional needs and build a relationship with their parents
• improve teaching practice to provide more opportunities for young children to explore, investigate and develop their own ideas during sensory play.