Purple Jay Nursery Lambeth

What is it like to attend this early years setting?

Children at this nursery greatly enjoy playing outside throughout the day. From an early age, they learn to be independent. For example, children learn to put their coats on by themselves, which helps them to become self-reliant and confident. Leaders understand their local communities and that most families do not have access to private gardens in this area of the city. Staff deploy themselves effectively to ensure that children can flow freely between indoor and outdoor spaces and follow their interests. This helps children to enjoy being outside, explore nature and extend their physical skills.

Children benefit from individualised settling-in plans that are unique to each child. Staff use the information they gather in advance of a child's start date to help parents to navigate the transition to nursery. Staff share the curriculum intent and their ambitions for children's learning with parents. This helps to establish a successful relationship with children and their parents.

Staff encourage children's positive behaviour and attitudes to learning, which are are an integral part of the curriculum. Children learn about their emotions, managing their feelings, and respecting others. They demonstrate that they feel safe and comfortable in how they behave, ask for help, and interact with others. Staff offer praise and encouragement when children meet the high expectations for their conduct and attitude to learning. This prepares children well for the next stage in their learning and eventual transition on to school.

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

• Staff consider what they want children to learn and plan engaging activities based on children's interests. Staff deliver the curriculum in a way that supports the organisation of planned educational programmes. In addition, staff carefully plan for children's play and learning, observe children as they play, and respond in the moment. This leads to beautiful learning experiences that extend the curriculum in exciting and unexpected ways. For instance, when children talk about about pancakes in the mud kitchen, staff extend their learning through a joyous messy session and introduce new vocabulary, concepts, and collaborations.
• Children get the support they need to access all opportunities available to them. The special educational needs coordinator develops individual plans for children with special educational needs and/or disabilities. Staff use these plans to ensure that they arrange activities that appeal to all children and help them to make good progress in their learning. They regularly update these plans, in partnership with parents, to reflect children's achievements and changing needs.
• Staff treat the youngest children in the baby room gently and affectionately.
• Babies settle into a well-established routine, which staff share with parents to support continuity between home and nursery. Babies get the support they need to reach their early developmental milestones, such as with opportunities to climb, play, and explore indoors and in the garden. This helps the youngest children to settle in, build a close bond with their key person, and confidently enjoy their time at nursery.
• The nursery cook delivers freshly cooked, healthy meals from a well-designed and nutritionally balanced menu. All staff accommodate and monitor children's allergies, cultural preferences, and other dietary needs effectively. Children learn to serve themselves at the table, which supports their growing independence. Staff eat alongside children, facilitating conversations and modelling how to use cutlery and good table manners. This helps to make mealtimes a positive experience and supports children's understanding of healthy lifestyles.
• The manager values the staff team and uses an appraisal system to identify staff's strengths and areas of practice that need further support. Staff get opportunities to improve their teaching skills through training opportunities. This helps them to meet the requirements of their roles as practitioners and key persons. However, the supervision arrangements do not always provide staff with the mentoring and coaching they need to build their confidence and leadership skills to ensure the maximum impact of their qualifications.
• Parents say that they appreciate the friendly welcome they receive when they arrive, which helps their children to settle in for the day. They say that their children settle in well. Parents feel reassured that their children are safe because of the secure access arrangements, good hygiene practices, and availability of staff. Leaders share updates with parents on what their upcoming plans are and how parents can further support their children at home. This helps to provide continuity in children's learning.

What the setting must and should do next

The provider should:

• strengthen supervision arrangements so that leaders can confidently coach staff, identify opportunities, and promote children's interests to the highest level.