Plumstead Manor Nursery

What is it like to attend this early years setting?

Children rush into this setting eager to start their day. They happily greet staff and quickly find something of interest to play with. Children are engaged and focused within their chosen activities. They show high levels of concentration and follow instructions carefully. Children enjoy creative activities, carefully choosing their own tools and paint colours. They proudly hold up their caterpillar creations for all staff to see. Managers have created a rich curriculum that considers children's interests and their stage of development. Staff carefully consider how they can prepare children for the next stage of their learning.

Staff are positive role models for children. They support children to understand how to share, take turns and begin to negotiate conflict independently. Staff have rules and boundaries in place and children show an understanding of these. Children's behaviour is good. They show excitement when their friends arrive for the day. Children develop close friendships and play cooperatively together. They ask each other for help when needed, working together to build a large construction model. Staff ensure that children with special educational needs and/or disabilities are well supported. They work in partnerships with other agencies to support children to access the varied curriculum.

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

• Staff at this setting know children well. There is a strong key-person system in place. Staff talk in depth about the progress children have made from their starting points in development. They understand what children know and can do and what it is they need to learn next. Children are well prepared for the next stage of their learning.
• Managers and leaders recognise the impact the COVID-19 pandemic has had on children's communication and language development. There is a focus on building children's vocabulary and giving them the tools to be able to express themselves. Children have lots of opportunities to hear language through song, rhymes, stories and repetition. Staff use activities in small groups to allow children to build confidence in sharing their ideas with others. They use visual prompt cards and Makaton to provide non-verbal children with additional means of communication.
• Children are inquisitive and show they are competent to complete tasks independently. Children show pride when they successfully complete tasks, smiling and clapping their hands with glee. Staff offer children praise and encouragement. However, on occasion, staff can be too quick to intervene and solve problems for children. This does not allow children the opportunity to develop their problem-solving ability and develop resilience skills.
• Staff work to promote healthy lifestyles to children. They give guidance to parents on what should be included in packed lunches to ensure that they are nutritionally balanced and provide a varied diet. Staff encourage children's good oral health, such as children brush their teeth daily on site. Parents are also encouraged to sign up with dentists and take children for regular check ups.
• Staff provide a free-flow environment, which allows children to freely access the outside environment. Children use a range of equipment, such as bicycles to develop their large muscles. They begin to learn to negotiate obstacles. Children enjoy using the sand and water trays with tools purposefully, developing their fine motor skills. Children begin to manage risk as they negotiate the outside climbing apparatus.
• Partnership with parents is strong. Parents speak extremely positively about the welcoming and experienced staff team. They describe the impact the setting has had on their children's learning and development. Parents feel their children are well prepared for the transition on to school.
• The setting is part of a diverse community, which staff celebrate. Children learn about the world around them, such as through crafts and stories. Parents are welcomed into the setting to share experiences, such as sushi making with children. Staff embed fundamental British values, and children learn to be respectful and treat others with kindness.
• Leaders and managers reflect on the service they provide and regularly seek feedback. Staff report feeling supported by senior staff. They receive regular training to offer all staff the opportunity for continuous professional development.

What the setting must and should do next

The provider should:

• allow children time to solve problems independently before stepping in to provide support.