Partou Lavender Hill Day Nursery & Pre-School

What is it like to attend this early years setting?

Children settle well and have warm relationships with staff. Staff take time to find out about babies' home care routines and comforters, to ensure that these are maintained at the nursery. This helps babies to feel happy and secure. Staff value each child and have high expectations of children.

The curriculum covers the areas of learning well. All children gain useful skills in preparation for school. Children develop a good understanding of the world. For instance, staff plant and grow daffodils and parsley with children, and they learn how things grow. Staff discuss and name different things in nature, such as birds, trees and butterflies. Children learn to take turns well. They take turns to serve themselves food at mealtimes. Children share outdoor resources, such as wheeled toys so that each child has a turn to ride it. They behave in safe ways. They walk indoors to reduce the risk of accidents. Staff teach children about road safety and they act with care and caution while crossing the road with adults. Children take part in a wide range of creative activities. For example, they enjoy making play dough and add a variety of interesting ingredients, such as fresh rosemary, lemon juice and paint. They create drawings and pictures using different tools and materials, such as crayons and chalk.

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

• Children have good early mathematical skills. Staff support children's counting skills well, for example by counting bricks with children as they build. They sing a range of number songs and rhymes to help children learn about counting and addition.
• Staff teach children good communication, language and literacy skills. For instance, staff read a wide range of high-quality books and sing action songs, where children learn new words.
• Children learn about difference. For example, staff discuss and celebrate different special cultural or religious festivals with children, such as Diwali and Chinese New Year.
• Children learn to do things for themselves. For example, they pour their own drinks and serve themselves at mealtimes. Babies learn to feed themselves. Children wash their hands regularly, and staff take time to teach children the benefits of regular handwashing.
• Children learn to understand their feelings and those of others. Staff help children to recognise different emotions. They teach children about 'emotional safety', where children learn to listen to their feelings when things do not feel right and to talk to staff.
• Children behave well. Staff work with children to resolve things fairly. They are consistent and fair and use praise to motivate children to act in positive ways.
• Children gain good physical skills in the well-equipped outdoor area. For instance, children balance on tyres, steer wheeled toys and run and climb skilfully.
• The manager supports staff well. She meets with them individually to discuss work and training needs. Staff have attended a range of courses, including a course on supporting children's creative development. This led to better outcomes for children.
• Staff maintain good levels of hygiene and safety in the nursery. Potties and nappy changing mats are cleaned after each use. Milk preparation for babies takes place in a hygienic milk kitchen that has suitable equipment and storage areas. All gates and doors are secure.
• The manager evaluates all aspects of the nursery and has identified clear ways forward to build ongoing improvements. For instance, the staff team is now stable and she aims to maintain this after a period when staff turnover was high.
• The nursery provides freshly-cooked, nutritious meals and snacks, which meet children's special dietary needs. Staff explain the value of eating healthily to children, which supports their understanding of good nutrition.
• Staff work successfully with parents. For example, they give them regular updates on children's activities and progress. Staff offer ideas to parents to support their learning at home.
• Children have access to the outdoor area. This is often at set times, and in some instances, does not support children's choices about where they want to play and learn.
• Staff have begun to teach children about good oral hygiene. However, this has not yet been fully developed to support children's understanding further.

What the setting must and should do next

The provider should:

• develop more ways for children to choose where they play and learn, where possible
• strengthen children's awareness of good oral hygiene further.