Primrose Hill Nursery

What is it like to attend this early years setting?

The manager has a clear vision of what she wants children to learn and why. Staff follow this curriculum intent. The manager and staff know children well. They are aware of their individual needs and develop strategies to extend their learning and to provide vibrant experiences linked to interests. Staff select activities and resources indoors and outside carefully to enable children to explore and investigate. Children behave extremely well and develop positive attitudes. They persevere even when frustrated, and staff support their determination to successfully take off their boots. Staff are skilled communicators. Children learn lots of vocabulary. They know and understand words such as 'big', 'massive' and 'huge'. Staff work very well as a team. They are respectful of each other, share responsibilities and delegate work efficiently. Staff actively participate in children's play. They join in with enthusiasm when they are at the 'hairdressers'. Relationships are warm, friendly and affectionate. Staff help new children to feel safe as they settle into nursery life. They sensitively help them understand routines and expectations. This helps children to build secure attachments.

Children have wonderful opportunities to develop social and physical skills in outdoor areas. Staff provide a range of challenging opportunities for all children to engage in risky play. For example, in the 'Primrose Patch', children climb the apple tree and pick apples, negotiate their way around the pond and swing on trees. Children experience healthy outdoor free play and have the chance to learn to manage risk and develop an understanding of safety. Children dig enthusiastically, plant pips, identify weeds and find worms. This actively supports their understanding of the natural world around them.

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

• Staff provide meaningful development plans for children that are tailored to their needs and interests. They have clear goals in place for the next stage of each child's learning. This supports children's growth, skills and future success.
• Staff use everyday moments to help children to solve problems. They listen to children explaining the problem and help them to think about what happens next. For example, staff support and motivate children to build a sturdy base to build the 'biggest tower' they can. Children keep trying, demonstrating great resilience, and adapt their structures, showing a willingness to grapple with challenging experiences. They show delight at the outcome.
• Partnerships with parents and other professionals are effective. Parents have regular discussions with staff about their child's progress and development. Parents say that this is a very friendly and supportive nursery with respectful staff. Staff actively support positive transitions for children who attend more than one setting.
• Staff provide many opportunities for children to sing and listen to stories. Children share their thoughts and ideas with others when they bring in their favourite objects to 'show and tell'. They get to practise taking turns, listening and talking. Occasionally, during some group activities, staff do not support children to remain interested and involved.
• Staff support all children, including those with additional needs or those who speak English as an additional language, to make good progress. Children learn self-regulation as they develop through warm and responsive care from staff. Staff support them well to manage their behaviour and feelings. Additional funding is sought and thoughtfully used to help children's language and social skills. This helps children to share and cooperate.
• The manager provides good support and challenge to her team. Staff have regular supervision and training that focus on practice improvement. Staff cascade best practice on working with children with special educational needs and/or disabilities. Staff say they feel valued and motivated.

What the setting must and should do next

The provider should:

• strengthen the organisation of group activities to enable all children to benefit from the learning experiences planned.