Spring Nursery

What is it like to attend this early years setting?

Children eagerly play across the nursery. They display a strong sense of belonging and they enjoy being together. Children show they love achieving. They proudly show what they make and are able to do with adults. For example, children are eager to show their models and 'hoop' skills to staff. Children settle well and staff are kind and nurturing towards them. They praise and encourage children at every opportunity. For example, children enjoy receiving stickers when they have eaten a healthy packed lunch.

Parents know what their children are learning and leaders have an open-door policy. They welcome parents to come in and see how their children learn through play.

Staff are good role models for children. They show they value children and encourage their good manners and respectful interactions with others. Children enjoy developing their own ideas. They are willing to try new activities. Older children enjoy role play and dressing up. Younger children actively explore across the nursery. Staff have high expectations of what children can accomplish. They plan appealing activities that match children's interests and help them progress in their learning.

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

• Staff promote children's good independence skills. They encourage children to become responsible for their belongings. Children manage their own toileting and hygiene well.
• Across the nursery, staff prioritise children's good speaking skills. They consistently name and describe objects and actions for children. For example, they describe rainfall as younger children watch their marbles travel down the marble run. Staff introduce new animals, such as a cheetah, during children's small-world play.
• Children have good self-help skills. They wash their hands and wipe their own faces after eating. They enjoy having responsibilities for helping at the nursery. For example, children are happy to help staff wipe down the tables after eating.
• Children spend time exploring using their senses. For example, they enjoy scooping and filling measuring tubes with dyed, scented rice. Staff teach children to describe their containers as 'empty, full' and 'a quarter full', for example.
• Staff observe and monitor children's development closely. They swiftly identify children, who are making less than expected progress in their learning. Children with special educational needs and/or disabilities receive individual support. Staff work with external professionals, who provide them with advice and guidance.
• All children make good progress from their starting points.
• Overall, children behave and concentrate well wherever they play. They listen to staff and follow their instructions. Staff encourage children to move around the nursery safely. For example, children place their hands on each others' shoulders and pretend to be a slow train as they leave the lunch room. However, at times when children are excited, they are less cautious with their movements. When this happens, staff miss opportunities to remind children of behavioural expectations in place to keep them safe.
• Children have opportunities to learn from technology. They have access to age-appropriate educational games on the computer, which staff fully supervise. However, staff do not make best use of this time to talk to children to help them develop a deeper understanding of how they can keep themselves safe when online.
• Parents are well informed and are happy with their children's overall progress. They describe staff as approachable, kind, and welcoming.
• Staff feel they receive good support from leaders. They have plenty of opportunities to progress in their career through training and professional development. The manager encourages staff to share learning from courses they have attended. This ensures staff continually improve their skills and childcare knowledge.
• The manager is a proactive and passionate leader. She has a deep understanding of children's multicultural backgrounds. She uses her insight constructively to devise a broad and balanced curriculum. Children learn about other people from visiting places of interest. For example, children visit the local church, mosque, Sky Gardens and London City airport. They learn about Hanukah and Christmas celebrations.

What the setting must and should do next

The provider should:

• provide more consistent reminders to children of expectations in place to keep them safe and well
• increase opportunities for children to learn how to keep themselves protected when they are online.