The Wonder Years Bromley

What is it like to attend this early years setting?

Children arrive at the nursery enthusiastic and eager to learn. They are happy and relaxed in the calming environment staff provide. Children develop warm relationships with all staff and feel comfortable and safe. Staff are caring and gentle as they play with children and children are confident to go to staff for reassurance when they need it.

Children benefit from a well-organised environment and make independent choices from a wide variety of exciting activities on offer. This supports their level of engagement in the activities available. Older children use actions and movement as they retell familiar stories in the outdoor area and younger children 'chop' vegetables during imaginative play.

Children understand the routines of the day and listen well to instructions from staff. For instance, staff use sand timers, so that children know when it is time to tidy-up resources. This helps them develop a sense of respect for their learning environment. Children beam with pride when they receive stickers for their efforts.

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

• The staff team have a good knowledge of what they want children to learn and achieve. They plan a broad curriculum based on children's starting points and their next steps in learning. They observe children and use assessments to monitor their development. This supports the good progress children make.
• Staff use a variety of opportunities to develop children's communication and language skills. They provide a narrative for children as they play, introduce words like 'molar' and 'plaque' to broaden their vocabulary and reinforce instructions at circle times with sign language. Staff communicate with children at eye level to engage them in meaningful conversation. This helps children's progress in this area.
• Children's mathematical skills are promoted well. They learn to develop an awareness of time, say number names in order and recognise simple shapes. Staff are quick to extend children's learning in activities. For instance, they ask questions like 'what number comes after 15?' and 'what is one less than 1?'
• Children's physical health is very well supported. They take part in challenging activities in the outdoor area. For example, children develop their upper body strength as they use the swings and develop their hand-to-eye coordination as they balance balls on tennis racquets. Staff also help children learn about oral health. They talk to them about why it is important to brush their teeth and provide them with resources to promote teeth cleaning.
• Overall, children behave well. Staff are positive role models. They remind and encourage children to share, take turns and use good manners, such as please and thank you. Although adults are clear about expectations of behaviour, they do not always help children understand the impact of their behaviour, so they can begin to manage their own behaviour.
• Leaders ensure that children have rich experiences as they learn. For instance, children develop their social skills and build connections with the local community when they sing with residents at the local care home. This supports their learning about their community and the world around them. Children learn about what makes them unique. They have regular opportunities to share photos and information about themselves and their families. This helps to build their confidence and self-esteem.
• Generally, partnerships with parents are positive. Parents say that 'staff are caring and dedicated' and that their children are 'safe, loved and protected'. Yet, there are occasions where parents say that they are not given enough information about their child's progress, so that they can support them with their learning at home.
• Staff have opportunities to attend training and further improve their knowledge and practice. They have weekly meetings where they discuss safeguarding issues, plan activities, and reflect on their practice. Staff members say that after recent training they were able to better support children with their emotions by using their favourite items to soothe them.
• The nominated individual failed to notify Ofsted when the number of days the setting was open increased. While this is a statutory requirement, this did not have a negative impact on children's welfare and learning. The nominated individual has improved her knowledge of how to make future notifications, so that Ofsted can respond accordingly.

What the setting must and should do next

The provider should:

• help children understand the impact of their behaviour on others, so that they can begin to manage their own behaviour
• provide parents with the information they need about their child's progress, so that they can support them with their learning at home.