St George's Community Children's Project Ltd

What is it like to attend this early years setting?

Children of all ages are happy and confident and enjoy their time in this extremely welcoming nursery. Children's emotional well-being is a high priority. Staff know children and their families well, and they use this knowledge to ensure children feel safe and secure. Staff implement an ambitious curriculum and provide exciting activities that help to build on children's interests and curiosities, motivating them to learn. For example, as children explore the outdoors with energy and inquisitiveness, they find ice inside tyres. Staff engage well in children's play and encourage them to explore the texture and think about how ice is made. Children show excitement as they explore the ice and learn about the impact of the weather and how ice has formed overnight. Children relish spending time outdoors. They build their balance and coordination as they explore on climbing apparatus and join in with games that motivate them to move their bodies in different ways. Younger children enjoy pulling themselves up onto low-level equipment, which helps to support their physical development.

Leaders set high expectations for all children, including those identified as having special educational needs and/or disabilities (SEND). Leaders and staff work closely with parents and outside agencies to implement support plans for these children to help ensure that the curriculum meets their needs. Staff act as good role models and encourage children to be kind and to develop good friendships. They encourage children to play with and alongside their friends throughout the day. This helps to build children's personal and social development.

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

• Leaders are dedicated and passionate about providing high-quality childcare. They have a clear and ambitious vision for all children. Staff know their key children very well and get to know their unique backgrounds, needs and abilities. This includes fully understanding the routines of babies. Staff build secure and trusting relationships with all children. This helps children settle quickly into the setting, and they enjoy the positive interactions provided by staff.
• Staff support children's communication and language skills well, including those who speak English as an additional language. They bring stories to life as they read books to children. Children are actively involved in stories. For example, they repeat familiar phrases and predict what is going to happen next. Furthermore, staff ask children a range of questions to encourage them to think and share their knowledge. This helps children make good progress with their communication skills.
• Children have many opportunities to build on their mathematical knowledge. They are encouraged to sort, match and count as they play. Staff help younger children to learn about 'big' and 'little' when comparing the sizes of objects.
• Overall, staff are very responsive to children. They join in and enhance children's play experiences. However, there are times during the day when staff do not effectively adapt their practice to fully meet the needs of all children. For example, during a change in routine, fewer staff interactions mean that children's learning is not always consistently supported.
• Staff generally encourage children to be independent in a number of ways. They encourage children to manage their personal care needs. Younger children learn to put on their own coats, and older children serve their own food and clear plates away.
• Children learn about good hygiene routines and healthy food choices. For example, they understand the importance of washing their hands before mealtimes learn about healthy eating. Children benefit from regular opportunities to be physically active. They take part in extra-curricular activities, including yoga, ballet and music, to help them learn to move their bodies in a range of ways. For example, younger children learn to wriggle their toes and stretch.
• Overall, staff help children to understand and follow age-appropriate rules and boundaries. However, occasionally, staff do not consistently support children to understand the expectations for their behaviour and the impact their behaviour has on others.
• Staff work well with parents and share information with them regularly. Children's progress is shared with parents, along with ideas for supporting learning at home. Parents confirm their children enjoy attending and make good progress. They appreciate the support their children receive from the friendly staff team.
• Leaders effectively monitor staff practice. They meet with staff regularly to review their practice and discuss professional development opportunities to continuously improve their skills. Staff attend a range of training courses. For example, staff attend courses to further support children with SEND.

What the setting must and should do next

The provider should:

• review the organisation of routines for the youngest children to help them fully engage in their learning
• support staff to consistently help children to understand the expectations for their behaviour and the impact of their behaviour on others.