Peques Anglo-Spanish Nursery Schools (Parsons Green)

Inclusion: Strong standard

Staff work very effectively with parents and professionals to support children with special educational needs and/or disabilities (SEND) and other vulnerable children. For example, they liaise closely with health professionals and parents to form support plans with specific goals for children with SEND. Staff regularly review the plans with parents and professionals and adjust to meet the changing needs of children with SEND and other vulnerable children.

Staff make quick and precise identification of any gaps in children's learning. For instance, they use detailed and regular assessments and observations of children to check their progress. Where support is needed, staff act promptly by adjusting the curriculum. Staff make highly skilful adaptations to the curriculum. For instance, they have created a box of objects to help children to feel calm to support their personal and social development. Some staff have received training which they use to provide excellent support to children with SEND and other vulnerable children. For example, staff use Makaton, a sign language, to support children who need extra help in their communication and language development. This kind of precise work makes a measurable difference to the lives of children with SEND and other vulnerable children.

Curriculum and teaching: Strong standard

The curriculum is highly organised and developed to evoke children's deep curiosity and sustained learning. Staff give high importance to children's communication, language and literacy skills. For instance, they create a vocabulary table related to the summer season. Staff teach children ambitious vocabulary, such as 'pollination' and 'refreshing'. They teach younger children words, such as 'spin', as they turn wheels on toys. The nursery is trilingual, providing education in Spanish, Mandarin, and English. Staff teach children words in these languages as they play, sing songs and during routines. This helps children to learn to speak other languages at an early age.

Staff teach children excellent mathematical skills. They help children to count reliably as they thread pasta shells onto ribbon. Staff support children to learn to recognise numbers as they match numbers of pasta shells to written numerals. Staff use stories, such as 'The Smartest Giant in Town', to teach children comparative language, such as 'tall' and 'short'. Staff help children to learn how to do things for themselves. For example, they teach younger children how to feed themselves and older children how to put their shoes on. Staff prioritise children's physical development. They provide weekly sessions run by a physical development coach. This helps to develop children's physical coordination skills.

Achievement: Strong standard

All children make excellent progress across all areas of learning. This includes children with special educational needs and/or disabilities and other vulnerable children. Children are articulate, have a wide vocabulary and express themselves well. For example, they tell staff that they would like to sing a song slowly. Young children learn simple words and quickly begin to use simple sentences. Children make comments as they listen to stories and show excellent understanding of story structure. They concentrate as they find letter stones and think of words beginning with that initial letter. Children have highly effective counting skills. They count reliably, and some children are able to add numbers together. Babies pull themselves up and learn to balance very well. They practise rolling, crawling and pulling themselves up on soft cushions. Older children run, climb and jump with confidence. They enjoy taking part in organised obstacle races and going up climbing ramps. All of these skills help to form a firm foundation for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff manage children's behaviour in excellent ways. For instance, they share group rules with children, such as to use kind words and gentle hands. They sing action songs about these rules with children, which helps to reinforce their learning. Children act in very positive ways, with older children acting as role models to younger ones. Children learn how to be kind, for example, by donating items to charity. Staff make excellent adjustments to routines to support children with special educational needs and/or disabilities and other vulnerable children. For example, they use visual cues to help children to understand the daily routine.

Children engage fully in activities and develop deep concentration skills. For instance, they concentrate very well and listen attentively to stories. Children work very well together. For example, they work in pairs to refill and carry heavy water bottles. Staff teach parents the value of regular attendance in highly effective ways. For instance, they invite parents to spend time in the nursery to see how children learn. This helps parents to understand how much children will miss out on if they do not attend regularly.

Children's welfare and wellbeing: Strong standard

Staff regard children's safety as paramount. Leaders have a comprehensive staff recruitment process to keep children safe. They carry out a series of comprehensive background checks to ensure that staff are suitable for their roles. Staff carry out robust risk assessments to check for any hazards indoors and outdoors to keep children safe. They ensure that routines, such as mealtimes and sleep times, are consistently safe and suitable. For instance, staff supervise children closely at mealtimes and ensure that food meets any special dietary needs. They follow safer sleeping guidelines for children and regularly check on children to ensure they are protected from harm.

Staff provide well-balanced, nourishing lunches for children. They teach them about the value of healthy routines very successfully. For example, staff talk to children about the importance of drinking water for hydration purposes. They teach children how physical exercise makes them strong by asking children to feel their heart beat after running outdoors. Children have excellent understanding of their feelings. When children say they feel sad, other children suggest holding hands to make them feel happier. Staff use stories, songs and informative discussion highly effectively to help children to learn how to manage their emotions. They make precise adjustments to activities to meet the needs of children with special educational needs and/or disabilities and other vulnerable children.

Leadership and governance: Strong standard

Staff have highly successful partnerships with parents. They make regular video calls to parents to offer suggestions for home activities to support children's learning. Staff provide parents with comprehensive regular updates on children's progress and activities in effective ways. Parents express high levels of satisfaction with the nursery and are very pleased with children's progress. Staff ensure that children have very successful links with the wider community, such as local charities. Leaders are wholly committed to the continual development of staff skills and knowledge. They ensure that staff have a range of opportunities to enhance their skills. Staff have completed a broad range of courses which have led to improved understanding in different areas. For example, staff have attended courses on supporting babies' development and behaviour management to enhance their skills and promote best outcomes for children.

Leaders monitor and support staff in excellent ways. They spend time in group rooms working with children to model best practice. Leaders observe staff and provide feedback to improve practice, where needed. They provide regular comprehensive one-to-one meetings with staff to discuss and support their work. Leaders promote staff wellbeing very successfully. For example, they provide free daily breakfast and lunch for staff and regular team building days to help staff to feel highly valued and motivated in their role.