Talmud Torah London

What is it like to attend this early years setting?

Children happily run into this welcoming and safe setting, ready for a day filled with exciting play and learning experiences. Children are greeted warmly by staff. They confidently navigate the stairs up to their rooms, where they share details of their time at home during Yom Kippur. Children are quick to engage in play, seeking others out to join them. A curriculum designed around children's interests and developmental needs ensures children are fully immersed in their chosen activity.

Behaviour of children is good. The setting has worked hard since the previous inspection to ensure children understand the expectations of the setting. Children are praised for positive behaviour, such as sharing and taking turns. They are encouraged to develop empathy and think about the effect their actions have on others.

Staff have high expectations for children. Children are independent learners. They are eager to problem solve, developing resilience and confidence in their own capabilities. The support for children with special educational needs and/or disabilities is a particular strength of the nursery. The setting works very well in partnership with parents and other professionals. Swift interventions mean all children make good progress, including those who may have fallen behind.

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

• Staff know children well. Weekly planning meetings and termly progress reports ensure staff have an accurate understanding of what children know and what they need to learn next. Children are well prepared for their next stage of learning.
• The achievements of children are widely celebrated within the setting. Staff help children develop positive self-esteem and confidence. In the nursery room, an 'I can do' wall celebrates each new milestone a child reaches, such as 'learning to catch a ball' or 'doing up their own zip'. Parents of older children love to share their children's good deeds from home with the staff. Children rush to share their good deed notes with staff and beam with pride as they are read out.
• Overall, children's communication and language development is well promoted. A focus on keywords linked to topics help children to expand their vocabulary. Children share their ideas with others and enjoy contributing to group discussions. However, staff do not ask enough probing questions that allow children to use their knowledge to consider why things happen.
• Focus group activities are well planned and support children's learning overall, although some children finish quickly, while others may not have had time to complete the activity. This means that staff do not always adapt the way they teach in line with the needs of children in the group, to challenge them to the highest level.
• Parent partnership is good. Parents describe the staff at the setting as warm and caring. Parents describe communication at the setting as a strength. Feedback is given daily and at the end of each week parents receive a newsletter that sums up their child's learning for the week along with photographs.
• Healthy lifestyles are promoted. Children enjoy balanced, healthy and nutritious meals. Fruit snacks are provided for younger children. Older children make healthy choices by bringing their own snack. Oral hygiene is promoted with visits from a dental nurse twice a year.
• Children learn about their Jewish heritage and what makes them unique. Children pray and come together for celebrations. Staff and children speak a mixture of Yiddish and English throughout the day, seamlessly switching according to the needs of each child. Children learn what it means to be kind and respectful to others regardless of their beliefs or abilities. Children behave very well.
• Staff feel well supported. Managers and the senior leadership team have a hands-on approach to ensuring all staff receive the training and guidance they need to fulfil their roles.
• Leaders and managers are reflective in their practice. They seek regular feedback from parents. The results of this are shared on a 'You asked…we delivered' board, so parents can see the changes made and understand the value of their feedback.

What the setting must and should do next

The provider should:

• consider how the questioning skills of staff can be enhanced to provide children with opportunities to problem solve and think critically
• review the organisation and teaching during group activities to consider all children remain fully challenged in their learning.