The Clapham Day Nursery & Pre-School

What is it like to attend this early years setting?

Children are happy coming into nursery and settle well with the help of staff. They enjoy spending time in the garden and have plenty of opportunities to exercise their large muscles. Children ride bikes, jump from tree logs safely and climb the stairs to the slide. Staff have high expectations for children's behaviour. They show concern when someone is upset and give them a cuddle if they are crying. Children celebrate their own achievements and receive praise from staff for their efforts. This develops their self-esteem. Children are curious and persist in activities when they are engaged by staff.

Children remember what they have learned before. They are confident to talk about their own experiences and ask questions or for help when they need it. Children are independent in some of their needs. Older children serve themselves and put their own coats away. Young babies and toddlers try to clean their hands and face independently. Children sing songs and read stories with staff and other children. They talk about the characters and say what happens next in the story. Children use information and communication technology equipment confidently. They turn the interactive board on by themselves and play with it together, drawing and making marks using their fingers on the screen.

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

• The manager plans a sequenced curriculum and staff know children well from the start. Staff plan activities and set strategies that help children in their next steps of learning. They use what children like to engage them. For example, some children prefer to learn in the garden, so staff bring them out into this environment. This means that children enjoy and engage in the activities.
• Staff interact well with children. They use appropriate language in context and question children's understanding of things. For example, when talking about trains, staff ask children how many wheels a train has. However, at times, less-experienced staff do not use such moments to extend children's learning even further.
• Overall, staff support children who speak English as an additional language well. They read stories, use visual cards and gestures, and speak in children's home languages. This helps children to develop their communication and language skills. However, staff do not always take full advantage of existing learning opportunities to expand on these skills even further.
• The special educational needs coordinator observes and coaches staff. She supports them to adapt the curriculum and teaching practice to meet children's needs, including for those children with special educational needs and/or disabilities, while further external assessments are taking place.
• Staff give children clear instructions and explain to them what will happen next.
• This helps children to feel safe and secure in the environment as they know what to expect.
• Staff act as good role models for behaviour. They are kind in the way they talk to children and set clear expectations. For example, staff ask children to put pencils back in the basket when they are finished using them, and say thank you when they do.
• Children's health needs, including their dietary needs, are met. Staff know how to keep children safe and healthy. For example, when children bump their heads, staff apply first aid and monitor them to see if there are any changes in their health.
• Staff follow appropriate hygiene routines and talk to children about the importance of washing their hands. Older children show the ability to care for their personal needs successfully and use the toilet independently.
• Parents say that their children are happy coming to nursery and that they receive good levels of communication from the nursery. They feel listened to and their suggestions are taken on board. Parents are kept informed about their children's progress and offered suggestions on how to extend their children's learning at home.
• Staff feel supported in their roles and there are strategies in place to support their well-being. They are encouraged to further progress in their careers and offered training opportunities to enhance their practice.

What the setting must and should do next

The provider should:

• provide further support for less-experienced staff to build on their teaching skills, to further engage, challenge and extend children's learning
• take full advantage of existing opportunities to support children's language skills even further, including for those who speak English as an additional language.