South Bermondsey Community Nursery

What is it like to attend this early years setting?

Children and parents eagerly arrive at the nursery. Staff welcome them warmly, helping babies and children to feel safe and happy. Children form close relationships with their key person and other staff working with them. Children who are new to the setting are sensitively helped to settle. Staff use the information that they receive from parents to ensure that children's individual needs are met. This helps children to make the daily and overall transition from home to nursery smoothly.

The new manager has a clear intent for the curriculum. There are high expectations for all children. Staff take prompt action to ensure that no child falls behind in their development and that all children gain a solid foundation for their future learning. Children's emerging needs are well met. Managers and staff reflect on the learning environment and change it to offer children opportunities to build on their existing skills. For example, staff have set out the baby room to provide opportunities for babies, who are beginning to walk, to pull up on furniture and toddle safely. Older children have a new 'calm zone' to support them in learning to manage their feelings and behaviour.

Children in all rooms behave very well. They are engaged and focused during their self-chosen play. Children enjoy much time spent outside and this supports them to regulate their emotions. They run off excess energy playing games of hide and seek, as well as take part in planting and growing activities. Staff use adult-led activities, such as parachute games, to support children to take turns and follow rules. This further supports children's social and emotional development.

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

• Children benefit from a broad and generally well delivered curriculum. The new manager is supported by senior managers, who visit regularly and know the setting well. They offer training and guidance to staff.
• Children develop their independence and are keen to do things for themselves. They confidently explore their surroundings, developing their physical skills. At lunchtimes, children serve themselves and clear their plates when mealtimes finish. In the garden, they fetch electronic tablets to video each other and record moments that they are proud of.
• Children learn about healthy eating. The chef is part of the childcare team. She cooks with children and encourages discussions about why food is good for them. Children learn that cheese is good for their bones, and discuss that it is good for their hearts too. This shows that children are connecting their thoughts and building on their existing knowledge.
• Older children's overall interests and existing knowledge is used by their key person to plan for their next steps in learning. They are offered choice and their voices are usually listened to. However, during planned activities, staff can become too focused on their learning intent and miss what children are engaged in. For example, staff consistently redirect children to talk about magic, when their actions show they are interested in pouring. This means that staff do not consistently use children's interests to engage them further in their learning.
• Babies learn through lots of adult-planned activities. They hear new words as they roll balls to staff, who label their actions. However, babies' learning is not always sequenced appropriately. For example, they are told to sit and look but not touch, as part of a circle time. This means that babies are being asked to do something which is not an appropriate next step in their development.
• Children with special educational needs and/or disabilities are well supported. Staff act promptly if children are behind their typical development. They liaise with parents and put additional support in place while waiting for input from other professionals. As a result, all children make good progress.
• Parents speak highly of the staff and the setting. They say that communication has improved and this means they are able to continue with their children's learning at home. Staff engage with families in a variety of ways, such as offering a lending library and providing tips on parenting skills.
• Children benefit from an emphasis on mathematics in curriculum. Children see and use numbers as part of activities. For example, they play with pebbles in a sand tray which have numerals painted on them. Staff encourage children to think if their flowerpot is 'full' or 'half full'.

What the setting must and should do next

The provider should:

• ensure that all staff follow the setting's aim of teaching through children's interests, to engage children in their learning further
• make sure that planned activities are appropriate for babies' age and stage of development.