The Kentish Town Day Nursery & Pre-School

What is it like to attend this early years setting?

Staff create a welcoming and stimulating environment that helps children to settle quickly on arrival at this nursery. Children show good levels of emotional well-being and that they feel happy and secure. They develop strong and positive bonds with the caring staff. Staff know children well and take time to find out about their interests. They use observations and assessments to plan for next steps in children's learning.

Leaders design an ambitious and broad curriculum, which is well implemented to help children build on their overall skills. For example, staff who work with older children help them to engage in well-planned activities, such as mixing spices. Children learn the names of different spices and use their senses to explore the texture and fragrance of the mixtures that they create. Staff ensure that they build on what children already know. All children make good progress from their starting points. This includes children with special educational needs and/or disabilities and children who are learning to speak English as an additional language.

Staff are good role models for children. They make sure that children understand what is expected of them. Children follow staff's expectations and instructions, such as when learning to share toys and taking turns during play.

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

• Staff help children to develop a love for books and enjoy sharing them with adults and other children. They have access to a range of books and have cosy places to snuggle up to read. Babies explore texture books and learn the right way to hold books. Older children retell familiar stories during small-group discussions. They have good opportunities to practise their early reading and writing skills.
• Staff who work with older children support their communication skills effectively and extend their vocabulary during regular conversations. Overall, children become confident talkers. They enjoy singing songs and music sessions. During extracurricular activities, children learn words and phrases in Spanish. However, on occasions, some staff who work with babies do not consistently talk to them about what they are doing as they play.
• Supporting children to lead healthy lifestyles is given priority. For instance, children eat a range of nutritious meals and learn about food that is good for their bodies. Effective procedures are in place for children with any allergies. Children have daily opportunities to be active in the well-equipped garden. They run, jump and balance. This supports children's overall physical health and well-being.
• Staff support children's small muscles well. For example, children have plenty of opportunities to strengthen their hand muscles through messy play. They practise using a range of one-handed tools, such as pencils and pens. This helps them to develop the strength and coordination that are needed for the next steps in their learning.
• Children's mathematical knowledge is supported well. Staff introduce mathematical language during play and routines. For example, while children play with trains, staff encourage them to count the carriages. Staff help children to create patterns using a range of materials.
• Staff who work with older children plan group activities well. They take into consideration children's skills and individual learning goals. Staff support children's confidence to join group games and follow the rules, such as when they play a draw and guess game. However, at times, whole-group activities are not always appropriate for the babies and toddlers, and they find it difficult to maintain their interest to extend their learning.
• Children frequently receive clear messages about boundaries and expected behaviour as they play. Children show a positive approach towards their learning. Staff help children to learn words to describe their feelings and support them to solve conflicts effectively.
• Staff comment that they feel well supported by the leaders at the nursery. Their well-being is a focus at regular meetings with leaders. Newer staff talk about the support they receive through the induction process at the nursery as well as training that supports their practice.
• Partnership with parents is valued in the nursery. Parents feel that communication is good and that they receive information that helps them to support their children's learning at home. Parents highly appreciate the leader's and staff's dedication and caring nature.

What the setting must and should do next

The provider should:

• support less confident staff to use more effective strategies to enhance babies' early communications skills further
• review group-time arrangements for babies and toddlers to ensure that they remain immersed in their learning as much as possible.