One Nine Seven Park Nursery

What is it like to attend this early years setting?

Children enjoy coming to the nursery and are eager to learn and play. The nursery has adapted well to the challenges faced due to the COVID-19 (coronavirus) pandemic, to ensure that all children are supported. Children develop good attitudes to learning and concentrate well in both adult-led and self-initiated activities, helping them to develop their existing skills. For example, children enjoy the water play, this helps support their physical skills as they fill and empty containers.

Babies show interest and curiosity in their environment and benefit from staff who engage closely and enthusiastically with them. They show that they feel safe by reaching out their arms towards their key person to indicate they want to be picked up and frequently climbing onto an adult's lap for a hug. Children develop strong bonds with staff, who know the children's care needs well. Children are keen to join in the appealing activities that staff offer. Older children enjoy creating a house, using art and craft resources. Staff engage children in discussions about shapes and colours to secure their understanding in mathematical concepts. Well-established routines ensure the smooth running of the nursery. Staff are positive role models and provide children with clear boundaries. Children behave well and show consideration for others. They enjoy the outdoor space where they play cooperatively with their peers. The nursery provides an inclusive environment. All children, including those with special educational needs and/or disabilities (SEND), those who speak English as an additional language and funded children make good progress.

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

• Managers have high expectations to drive forward continuous improvements. They use self-evaluation successfully to identify the strengths and areas of development. Staff attend supervision meetings to reflect on their practice and identify how they can continue to support children's learning.
• On the whole, children benefit from a good range of activities across all areas of the curriculum. A well-established key-person system helps children feel safe and secure. Staff are caring and nurturing. The settling-in process and transitions between rooms are effectively planned.
• Overall, there is effective support to promote children's learning. Staff interact well with the children and spend a good amount of time joining in with children's play and guiding their learning. However, occasionally, the organisation of some group activities result in missed opportunities to fully extend and consolidate children's understanding.
• Staff provide engaging opportunities for children to practise their early writing skills. For example, children enjoy making patterns and prints in a variety of ways, such as painting, drawing, using chalks and mark making in foam. Staff use routine activities to introduce number and counting. Children happily come together as a group to listen to stories and have access to explore books independently.
• Children with SEND have tailored support to help them make progress. Managers and staff work closely with parents and other professionals. The manager effectively uses additional funding, such as early years pupil premium, to support children. For example, resources to support children's communication and language skills have been purchased.
• Children enjoy freshly cooked and nutritious meals and snacks, which are provided by the nursery chef. Mealtimes are a social occasion where children sit together with their friends and staff. This creates a relaxed, family atmosphere. Staff support children's independence well. For example, children serve their own food and learn how to use a knife and fork correctly. Staff praise children for their efforts. This helps to develop children's confidence and self-esteem.
• Staff model language well with children, they introduce new words and ask questions to extend their learning. This supports the development of children's communication and language skills. However, children who are learning English as an additional language do not have enough opportunities to hear their home language, in order to boost their confidence in speaking English.
• Staff encourage children to be involved in 'active play' when outdoors. Although the nursery has a small outdoor area, staff make good use of local libraries, parks and walks in the town. Older children enjoy forest school sessions in the nearby Richmond Park, where they learn about nature and take managed risks.
• Partnerships with parents are good. Managers and staff work hard to keep parents fully up to date with their children's experiences, care, and learning. During the COVID-19 pandemic, staff provided parents with online information and resources to help them extend their child's learning at home.

What the setting must and should do next

The provider should:

• support staff to enhance the organisation of group activities, in order to enrich children's learning opportunities further
• give all children who speak English as an additional language, opportunities to hear, use and explore their home language, to support their language development further.