N Family Club Weybridge

What is it like to attend this early years setting?

Children are supported well when they arrive at nursery. The staff are genuinely happy to see them, which gives them a sense of belonging, and they feel content. Staff support children to settle in and feel safe in their environment. Staff are kind and respect the children as individuals. In turn, children show respect for the adults and demonstrate positive behaviour. The staff give clear directions for the children to follow. They speak to children at their own level, have good body language, and maintain good eye contact. Children understand what is expected of them.

Staff support children to communicate their needs and opinions while they play. They provide various communication methods, such as simple sign language and visual aids. Children demonstrate their understanding by using signs as a means of communication. They become confident to share their thoughts and desires. For example, while enjoying play outside in the fresh air, children express that they would like to sing. Staff provide spoons with different songs printed on them and children choose what they would like to sing. Children sing with pleasure and show confidence as they learn to become skilful communicators.

Staff demonstrate good hygiene practices for the children to follow. Children wash their hands independently, and staff support them to use tissues and mirrors to build on their self-care skills. Staff guide children as they look in the mirror and clean their face or wipe their nose. They encourage the older children to blow their noses and put on their coats and shoes. Furthermore, staff gently guide the children and help them to master the skill of zipping up their coats. Staff recognise children's achievements, and these are celebrated. Children have a sense of pride for what they have accomplished.

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

• Children benefit from a curriculum that is well sequenced to support them to build on what they already know. The manager and staff understand what they are teaching children and why it is important at this time. The intention of learning changes in accordance with the children's interests and learning needs. Staff use their assessments to understand what children can do and identify areas to be developed. Children are supported well and move forward in their learning and development.
• Staff effectively deploy themselves indoors and outdoors to ensure that the children are seen and heard at all times. Children are well supervised at mealtimes to ensure that they are safe. Children enjoy mealtimes and share lovely interactions with their friends and staff. They sit well at the table and follow the instructions given. The staff encourage the children to do things for themselves. For example, the older children pour their own drinks and serve themselves. The younger children hold their own spoons and cups. Children are learning good self-care skills that are in line with their age and stage of development.
• Staff seek information from other settings about children's learning and development. This supports transitions and informs staff of where children are at in their learning. Children with special educational needs and/or disabilities are supported well. Staff act quickly and provide targeted support for children with additional needs. They understand what children need to make progress in line with their abilities. Children receive the support they need to improve and build on their learning.
• Managers and staff know children well. They know what they want the children to learn next and why. However, they do not have consistent arrangements in place to ensure that parents are kept up to date with relevant information about children's individual learning targets. This means that some parents are unaware of children's current learning goals, which limits the support they can offer at home. Despite this, parents express that their children are happy, and they are grateful for the care they receive.
• Staff take steps to ensure that the nursery is safe for children to play and explore. They regularly check the environment to identify, minimise, or remove hazards. Staff encourage the children to think about risks and explore ways to reduce these. For instance, children build towers in the garden using wooden blocks. Staff ask the children questions to encourage them to think about what would happen if they built the tower above the height of their heads. Children identify the potential risk of the blocks falling and hitting them on the head. They are developing a good understanding of how to keep themselves safe.

What the setting must and should do next

The provider should:

• strengthen information-sharing with parents to build on relationships and reinforce learning between the nursery and home.