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What is it like to attend this early years setting?

Staff are kind and approachable, they build trusting relationships with children. This helps children feel safe and secure at the nursery. Staff's expectations for positive behaviour are well embedded. Children remember important rules, such as lining up before leaving the room or returning indoors. This helps to ensure that everyone can be accounted for at all times. Children happily help with small tasks, such as putting toys away after an activity or cleaning tables after meal. This helps them gain sense of responsibility and prepares them for next stages of their learning.

Leaders design an ambitious curriculum, which aims to support nursery's vision of promoting kindness, independence and forming friendships. Staff provide inclusive service and recognise the uniqueness of all families that they work with. They help children to learn more about their local community and support children's understanding of each other's differences and similarities. They celebrate cultural and religious festivals and engage in helping those who are less fortunate. For example, children bring donation for local food bank. Leaders and staff work closely with parents and other professionals to help ensure all children make good progress in relation to their individual staring points. This includes children with special educational needs and/or disabilities.

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

• Leaders are motivated, ambitious and have a clear understanding of what they what children to learn. They have robust system in place to monitor staff's practice. Staff report they feel part of the team. They attend regular training, coaching and mentoring sessions. This helps to ensure the good quality of teaching and education for all children.
• Staff help children to become confident communicators, who chat with their friends and staff about a wide range of topic. This includes children, who speak English as an additional language. For example, children talk about emergency services and recall recent visit from the fire brigade. Children hear their home languages and have opportunities to practise French during regular sessions, as a part of number of extracurricular activities on offer.
• Staff know children well. They make regular observations and assessments of what children know and can do. Occasionally, staff do not plan and deliver group activities as well as possible to enrich children's learning. During these times, some children lose interest and become disengaged, which limits their learning experience.
• Staff are enthusiastic and want children to achieve all that they can. However, at times, staff introduce children too many learning components and resources at once. This means that, they do not always focus precisely enough on what they want individual children to learn from activities.
• Children develop a secure understanding of healthy living and good procedures for personal hygiene, including toothbrushing. Through routine activities, children begin to understand the importance of healthy eating and physical movement. Children show independence skills appropriate to their age and stage of development. Children's physical skills flourish as they explore the garden. They jump, throw hoops, and use climbing equipment. They also join vigorous dancing and drama activities indoors.
• All children learn to control their small-muscle movements. Younger children develop their fingers' strength through exploring with play dough. Older children show increasing skill as they use tweezers to pick up pieces of fruits. These activities lead to children developing skills needed for next stages of their development. Older children write their names independently.
• Staff are good role models and give children clear messages about their behaviour expectations. Children's behaviour is good. Staff effectively encourage children to share, take turns and be gentle with one another. Staff are respectful towards children and consistently say 'please' and 'thank you' when interacting with them. Children learn to be respectful to others and use good manners.
• Parents cannot speak highly enough of the nursery. They comment on the delicious food and clean environment. Parents commend the management and staff for their professionalism and dedication to children's learning. They feel thoroughly informed about children's progress. This helps to ensure the continuity of children's learning at home.

What the setting must and should do next

The provider should:

• plan group activities more effectively to fully promote children's engagement and concentration
• develop clearer links between the intent and delivery of activities to shape these to the learning needs of each child.