Nest Nursery London Ltd

What is it like to attend this early years setting?

Children arrive happy to meet staff and their friends. Staff give children a warm welcome, which helps children to settle quickly for the day ahead. Staff encourage parents to share any information in the morning that may have an impact on the children's day. Staff are positive role models to children, which helps children to behave well. Any unwanted behaviour is quickly resolved through discussion, so children learn about emotions and the impact of their actions. Children respond positively to this approach and have a good attitude to learning.

There is a strong emphasis on outdoor learning in this nursery. Children thrive on exploring the environment, understanding nature, and taking risks. For example, they dig for treasure with their friends and negotiate with one another on their roles in play. They learn to take their turn and offer ideas on how to find more treasure. Children go and fetch water which helps to make the digging easier, and children whoop in delight as they share what they find. Children demonstrate joyfulness in their play, which staff encourage through engagement and conversations throughout the day.

Leaders are ambitious for every child to make good progress. Children's learning is based on what children know now, and what they need to know next. Staff know each child very well. They use children's individual interests to engage and extend their learning.

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

• Children are taught to be effective communicators. This includes children who speak English as an additional language. Staff speak to parents and establish key words in their home language so that children have a sense of belonging in the nursery. Staff talk to children throughout the day and read books to engage children, which helps them to build their vocabulary.
• Children have choices in play throughout the day. They join their friends sitting on the logs and play threading activities. Under the trees, children join members of staff to manipulate play dough with their fingers. This helps children to develop their finger muscles to support early writing. Children enjoy making food with the play dough with staff and remind their friend's not to touch 'as it is too hot from the oven'.
• Exploring nature is a big part of the children's day at nursery. Older children display confidence as they climb and jump. They love to share what they find on their adventures. For example, when children find worms and beautiful leaves they share this experience with their friends and staff. Children behave well and show respect for the environment around them.
• Parents speak highly of the nursery and appreciate the regular communication.
• They state that this helps them to support their child's learning at home.
• Leaders and staff are ambitious for every child to reach their full potential. The settling-process and ongoing conversations with parents help to understand each child's individual needs. The curriculum is overseen by leaders to ensure children are making progress. Ongoing discussions with staff ensure that the team are aware of the learning needs of all children and that planning is consistent and relevant. However, occasionally in the baby room, the environment is not set up prior to children's arrival. As a result, sometimes younger children are not always engaging in meaningful learning experiences. Nonetheless, children are supported to be resilient, curious, take measured risks and learn to be independent. This helps to prepare children for school.
• The leadership team value their staff. Regular supervision helps to identify staff's strengths and areas that may require further support or training. Staff state that their well-being is regularly checked, which they value. However, although staff attend online training and within staff meetings, their understanding is not always evaluated. As a result, the impact of the training is not always assured.
• Children learn about what makes their bodies healthy. They have lots of daily outdoor experiences, where they develop good gross motor skills. For example, babies learn how to climb the low-level slide, and confidently slide down with joy. Older children use trikes around the track and manoeuvre the wheels with skill. Children learn to balance on boards. Children enjoy freshly prepared meals, which take dietary needs into consideration. However, occasionally in the baby room, staff do not follow consistent handwashing routines.

What the setting must and should do next

The provider should:

• strengthen the organisation in rooms, in particular the baby room, to support every child's engagement
• evaluate professional development that staff undertake so that impact can be measured
• revise a consistent approach to handwashing.