Nishkam Nursery Wolverhampton

What is it like to attend this early years setting?

There is a warm and friendly atmosphere at this nursery. Children arrive happy and eager to play and learn. Children independently put their belongings onto their own peg by recognising a picture of themselves. They develop positive attitudes to their learning. The well-organised environment promotes their natural curiosity and eagerness to learn. Staff are enthusiastic and caring. They ensure that children form secure relationships with their key persons. Children develop a strong sense of belonging. They are confident and interact enthusiastically with staff and visitors. Children learn to use good manners as they follow the positive example set by staff.

Children of all ages have many opportunities to make marks. They paint pictures and use water and brushes outside. This helps them to develop the skills they need for writing in future. Children develop strong physical skills and particularly thrive as they play in the outdoor areas. They kick, throw and catch balls excitedly. Children learn to balance as they walk along beams and crates. They reach their hands out to staff who give them tender and dedicated support when needed.

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

• Leadership and management at the nursery are strong. The manager receives effective support from senior managers in the organisation. The manager supports the staff team well. Staff report that their well-being is good, and they receive support in their role. Effective systems are in place for the supervision of all staff. Staff complete regular training. This helps to keep their knowledge and skills current to help improve outcomes for children.
• There is a strong curriculum in place. Staff identify the learning objectives of activities and understand how each activity can be developed to enhance each child's learning. Staff know children very well. They make regular observations and assessments of children's abilities and use this information to focus planned activities on what children need to learn next. Children make good progress in their learning and development.
• Staff work closely with other professionals to ensure all children who require additional support receive this promptly. They devise strategies, implement targeted plans and provide one-to-one support where needed. This ensures all children are able to develop their full potential.
• Staff are skilled at extending children's learning as they play. For example, children enjoy stacking pegs and fixing construction pieces together. Staff introduce concepts, such as shape, colour and counting as children play.
• Staff introduce new language continuously. They ask questions and engage children in conversations. Children are encouraged to develop a wide range of vocabulary. Staff encourage children to join in singing rhymes and songs. When children look at pictures of creatures and call out that they see a caterpillar, staff explain that it looks similar but is a slug.
• Parents speak well of the care that their children receive. They talk positively about how their children have settled into the nursery and the support the staff provide. Parents appreciate the systems used to communicate information which include online communications, informal conversations, parents' evenings and daily feedback about their children's day. Parents receive regular information about their child's development to help them to build on learning at home.
• Children generally behave well. However, at times, staff do not follow a consistent approach to help children to understand what is expected of them. For example, not all staff help children to follow the expectations in the nursery, such as joining in at tidying up time or not running indoors.
• Staff offer a range of opportunities for children to engage in group activities. Children interact with musical instruments and experiment with the sounds they make. However, there are occasions when group activities do not fully engage children. For example, when too many children try to join in with one activity or when story times are not organised well enough for children to maintain their attention.

What the setting must and should do next

The provider should:

• provide consistent support to help children learn how to behave well and to understand what is expected of them
• review the organisation of group activities to help children to fully engage in play and learning experiences.