Smithfield House Children's Nursery

What is it like to attend this early years setting?

Children are happy and enjoy their time in this nursery. Relationships are caring, and staff know children well and celebrate their achievements. Children's independence skills are encouraged throughout the nursery. For example, older children skilfully put on their own coats by flipping them over their heads. They proudly show how they are learning to pull up their zips by themselves.

Children behave well. They practise taking turns during circle time and listen attentively when their friends describe how they are feeling. Staff encourage children to talk as much as possible. Younger children indicate they would like to play with the cars which are in a drawer. Staff encourage them to say the word 'car' as they help them to pull out the drawer together.

Opportunities for children to share books form a big part of the nursery day. Children enjoy snuggling in with staff as they read a story together. They benefit from regular trips to local libraries. Staff have created story bags, which children love to take home so they can share a favourite story, such as 'The Tiger Who Came to Tea'. Children use the resources in the bag to set up their own tea parties with their family.

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

• Leaders have developed a curriculum to support children growing up in a busy city. This curriculum focuses on supporting children to develop their confidence and independence. There is a strong focus on road safety. This is embedded through the walks which children go on daily with staff, where they explore many local parks and open spaces.
• All children, including those with special educational needs and/or disabilities (SEND), make progress in their learning because they attend the nursery. Staff put support in place to help children as they move on to the next stage in their education. Staff work with the local authority and schools which children will attend to make transitions as smooth as possible.
• Staff ensure that mealtimes provide children with the chance to further develop their communication, as well as their social skills. Older children sit with staff as they eat together and chat. Younger children are encouraged to use their words when they would like more food or when offered milk or water. Children serve themselves food and are supported to pour drinks from a jug. When they have finished eating, they scrape their plates to clean them.
• Children learn about being healthy. Staff support them to clean their teeth after they have eaten, which helps them to be aware of oral hygiene. When washing their hands, staff talk about saying 'bye bye to germs' as they 'wash them down the sink'. When children have a dairy intolerance, staff talk with them about not drinking the same milk as their friends and how this affects them. This helps children to be aware of how to keep themselves healthy.
• Children have regular opportunities to practise their listening and attention skills through whole-group activities. However, at times, they spend too long sitting on the carpet listening to staff, which can result in some children getting fidgety and chatty as their attention is not fully engaged.
• Parents speak very highly of the nursery. Parents feel confident that staff manage their children's needs, including any allergies or preferences. They describe how regular updates help them to understand how their child's learning is progressing. Parents comment how the online app allows them a glimpse into what their child's day in nursery is like. Staff encourage wider family members to be able to access this resource, which can be particularly reassuring for children from families who are refugees.
• Staff feel they are valued by leaders in the nursery. They have regular supervision meetings and feel that these provide opportunities to be able to talk about their life, as well as work. Staff are encouraged to engage in continuous professional development to further enhance their qualifications. They also have access to a range of online training to support their practice.

What the setting must and should do next

The provider should:

• review the organisation of group activities to ensure that children's attention is fully engaged throughout.