The Under 5's Project- Woolwich Common

What is it like to attend this early years setting?

Children arrive happy and leave their parents with ease. They show that they have developed secure attachments to their key persons, who know them well. New children are quick to form secure bonds with staff, and they eagerly begin to learn the routines. Children enjoy the variety of engaging activities that is available to them. For instance, children delight as they use natural materials with play dough and develop their hand muscles by using flowers to paint with.

The curriculum is well designed. Staff have a good understanding of what they are teaching and why. The curriculum emphasises the importance of children developing a strong foundation in personal, social and emotional development, as well as communication and physical skills. All children, including children with special educational needs and/or disabilities (SEND), are making good levels of progress from their starting points.

Staff praise children and encourage them to keep trying when they encounter challenges. For example, when children are learning to pedal a bike, and they encounter an incline in the garden, staff guide them and teach them how to do it safely. Staff prepare children well for the next steps in their education. For instance, they encourage children to become more independent during mealtimes, and they teach children how to wash and dry their hands by themselves.

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

• The management team is clear about the curriculum and has high ambitions for children. Staff know children well. This allows them to offer learning opportunities that sequence children's learning and help them build on what they already know and can do. Children recall and remember their past learning, and staff offer effective support that helps children to focus during activities. As a result, children are engaged in their learning, and they make good progress.
• Staff have a good understanding of how children learn and the curriculum. They plan activities effectively to support and extend children's learning to further their development. For example, children delight as they use different tools to make their play dough biscuits.
• Staff interact well with children and engage in conversations. For example, staff talk to babies about what they can see and what they are doing as they pop the bubbles. Staff are positive role models for language. With older children, staff ask questions and introduce new words to extend the children's vocabulary. However, at times, they do not always give children enough time to think and respond.
• Children with SEND are well supported by the knowledgeable staff. The nursery works effectively with parents, staff and professionals to support the best outcomes for children.
• Outdoor opportunities promote exploration and the development of children's gross motor skills. For instance, children ride along on tricycles and bicycles. They take suitable risks as they come down the incline under the supervision and encouragement of staff.
• Staff are good role models, and children behave well. Staff are clear about how they expect children to take turns and treat each other with kindness. For instance, in the pre-school room, children eagerly find the sand timer as they wait for friends to finish on the swing.
• The management team and staff are reflective of their practice and are constantly looking at what is going well and what needs to be improved to further benefit the children and their families. For example, recent changes made to planning and observing activities means that children's learning is captured more effectively.
• Communication with parents is good. Parents appreciate the flexible and individual arrangements to support them in settling their children. Parents value the helpful support they receive from staff and their friendly and approachable nature. Parents receive regular updates about their children's progress and ideas to support their development at home, such as the lending library.
• Staff's well-being is an important priority at the nursery. The management team, along with the well-being officer, support staff effectively. They arrange different activities, such as creative workshops, meals and incentives, to look after their team. Staff attend regular supervision meetings and reviews to discuss their professional development. Staff enjoy and feel valued in their role.

What the setting must and should do next

The provider should:

• build on the good teaching practice in place and ensure that all staff give children enough time to think and formulate ideas for themselves.