New City Nursery Group (Hackney)

What is it like to attend this early years setting?

Children receive a warm welcome from staff and settle happily, finding something of interest to engage them. The curriculum is well designed to develop the natural curiosity of children. Children are focused and concentrate intently on tasks.

Children's behaviour is good. They develop friendships with each other and seek out others to join in their play. Children begin to work together to develop a shared approach to games. Staff are positive role models for children. They demonstrate to children how to share and be a 'kind friend'.

Staff have high expectations of children. Children are encouraged to be independent. Even the youngest babies hold their own spoons and attempt to feed themselves with support from staff. Children develop resilience and a 'can-do' attitude. Staff allow children to problem solve and try, standing nearby offering encouragement and letting them know 'I am here if you need me'.

Children with special educational needs and or disabilities and those who speak English as an additional language are extremely well supported. Staff work with other agencies and advocates to ensure families receive the support they need. Staff use resources, such as Makaton, 'now and next' boards and visual cues to help children navigate the nursery day.

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

• Children are making good progress from their starting points. Staff understand their individual needs and plan appropriately. Children are challenged and leave the nursery prepared for the next stage of their learning.
• Overall, the curriculum for communication and language is well implemented. Staff within the baby and toddler rooms ensure babies have a language-rich environment with lots of songs and rhymes. As babies hear staff singing, they clap they hands and wiggle to the music, smiling. Older children are exposed to new vocabulary as they investigate the different experiences on offer. However, when staff ask children questions, they do not always allow them opportunities to recall or think of the answer, before providing it for them.
• Children develop a love of reading and books. Children share both fiction and non-fiction material with staff. Staff allow children time to look at what is happening on the page, pointing out things of interest before carrying on. Core books are chosen to link in with children's current learning and help strengthen knowledge and understanding. Children play with wooden ladybirds and nets as they retell the story 'Ten Little Ladybirds' to themselves.
• The time in the lead up to lunchtime within the pre-toddler room does not currently meet the needs of all children and has some impact on their learning and development. The atmosphere is, at times, chaotic, and some children are left waiting at the table for a sustained period, leading to them becoming a little unsettled.
• Partnership with parents is good. Staff understand the important part parents play in their children's learning and development. Parents are actively encouraged to spend time within the nursery. They talk positively of the warm environment and caring staff. They acknowledge the progress their children have made.
• The nursery has a diverse mix of families which is embraced and celebrated. Older children speak in their home language with other children. Staff learn key words in home languages to help children settle and feel secure. They use these key words alongside English to develop children's understanding. Children are respectful of each other. They listen and understand others may have different views from themselves.
• Staff recognise the importance of promoting healthy lifestyles to children. Fresh meals are provided by the college restaurant. Children enjoy fresh fruit for snack daily from a range of seasonal produce. Children are physically active. They go outside in all weathers exploring the mud kitchens, kicking and throwing balls, learning to balance and climb on the variety of equipment available.
• The manager is reflective in her practice. She has made positive changes to the environment since the last inspection that have enhanced the safety and security of the building for all children. The manager regularly spends time in rooms, role modelling good practice and providing guidance and support to staff. All staff have regular supervision sessions to discuss and plan for their own further profession development.

What the setting must and should do next

The provider should:

• develop all staff's understanding of how to support children's communication and language development further by allowing appropriate time to respond when asking questions.
• consider how times, especially lunchtime within the pre-toddler room, are managed to better meet the individual needs of all children.