Small World Nursery (Watford) CIC

What is it like to attend this early years setting?

Children are happy to arrive at this friendly nursery. The dedicated manager and enthusiastic room leaders are waiting to greet children. They chat about the plans for the day and the exciting activities available. For example, children are excited to make crowns in the pre-school room. They tell visitors that they will wear them for their platinum jubilee party the next day. Children of all ages behave exceptionally well in the nursery and are respectful towards each other. Older children offer one another help in tasks, such as tidying up. Toddlers are willing take turns and share in activities. For example, when children are setting up a drawing activity, they self-select boxes of crayons and pencils and share them out among their friends.

Children display impeccable manners. They thank staff for meals and snacks without being prompted. Staff are wonderful role models. They consistently demonstrate high levels of respect towards children and adults. Children feel safe in this warm environment. They form exceptionally close relationships with their nurturing key staff. For example, when babies are unsettled before naps, staff are skilled at soothing them. They gently rock them in their arms and sing their favourite songs. Older children demonstrate equally close bonds. They cuddle up to staff for stories and seek them out for affection when tired.

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

• Staff consistently measure the impact of their teaching on children's learning. Older children discuss previous learning during small-group time. They proudly recall interesting facts about the Queen. Toddlers enjoy exploring their 'room books' with staff. They look through the pictures of past activities and discuss what they remember.
• Staff sequence children's learning well and adapt activities to support the needs of all children. For example, children are investigating minibeasts. Toddlers explore the texture of the soil. They delight in uncovering the hidden insects with their hands. Older children use magnifying glasses to examine and describe the various features of insects.
• Relationships between families and staff are strong. Managers establish highly effective methods of two-way communication. This supports families in extending children's learning at home. All parents speak highly of managers and staff. They value the close bonds they form with children and how this supports their development.
• Children of all ages demonstrate high levels of curiosity in activities. Babies delight at the various sensory baskets they explore. Toddlers are curious about the new colours they make in painting activities. Pre-school children listen intently when discussing the life cycle of the tadpoles they are looking after.
• Managers reflect well on the nursery and the care they offer. They are swift to identify areas where they can provide additional support for children. For example, since the COVID-19 pandemic, managers established an additional room for two- and three-year-old children. They recognise the need to further support children's emotional and social development, prior to them moving to the pre-school room.
• Staff support children's independence in age-appropriate ways. For example, pre-school children put on their own coats and shoes and pour their own drinks throughout the day. Toddlers skilfully use cutlery and wipe their own faces with flannels after meals. Children are well prepared for the next stage of learning.
• Managers and staff place a sharp focus on children's language development. The setting adopts various age-appropriate reading initiatives. Staff interact well with children of all ages. Staff talk babies through their daily routines, such as nappy changes. Toddlers learn new and descriptive words for the various resources they use during painting activities.
• Staff work well together, and their morale is good. The manager values the staff team and provides effective support, ensuring staff have regular opportunities for training. However, the leadership team have not yet fully explored all methods of coaching staff to help them develop a deeper knowledge of teaching and learning.

What the setting must and should do next

The provider should:

• build on the already good practice and seek further ways to help all staff develop first-rate teaching skills.