Tudor House Day Nursery @ Mill Hill

What is it like to attend this early years setting?

Since the last inspection, the manager and staff have worked hard to bring about positive change and improve the outcomes for children. The manager has improved the systems for risk assessments and staff training. The well-established key-person system is a strength of this nursery. Children settle quickly and have strong bonds with the staff with whom they engage. Babies beam with smiling faces as they interact with supportive and nurturing staff. Staff use key parts of the day, such as care routines, to form relationships with children through loving interactions. This helps children feel safe and secure in their environment.

Staff enthusiastically engage children in a variety of experiences that support their learning. They excitedly read stories, for example, which promotes children's positive attitudes to reading. Staff follow children's interests. Overall, this supports children's learning, particularly to develop their communication and language skills. For instance, staff use thought-provoking questions to help to develop children's understanding of how ice melts. Children are developing a curiosity to learn new things, and they make good progress.

Children benefit from the high expectations staff have for their behaviour. They display kindness towards their friends. For example, when children achieve something, their friends praise them. Children are developing good social skills.

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

• The manager has addressed the actions raised at the last inspection. She has assessed the environment and has clear processes in place to minimise risks. This helps to ensure that the environment remains safe and secure for children. Additionally, all staff working with children under the age of two have undergone training to support babies. Babies' individual needs are met effectively.
• The manager has devised a curriculum that focuses on the developmental needs of the children. During planned activities, staff successfully support children to achieve the intended learning outcomes. However, during periods of spontaneous play, some staff are unclear on how to implement the curriculum fully and effectively. At times, this leads to children's learning not being extended.
• The manager and staff prioritise children's communication and language development in this nursery. Staff create a social environment through regular engagement with the children. Children are developing their back-and-forth conversational skills. Stories and songs can be heard throughout the nursery, and children sing their favourite songs as they play. Children are progressing in their early communication skills.
• Staff promote children's physical skills effectively. Babies who are learning to walk are given a vast amount of support to practise this skill. Staff help more confident walkers to develop their muscles further by learning to climb and move their bodies to the rhythm of music. Older children develop their small-muscle movements as staff encourage them to manipulate play dough. Children are strengthening their muscles in preparation for future learning.
• Staff ensure they meet the needs of all children. The special educational needs coordinator (SENCo) knows the children extremely well. Staff help children make progress towards their learning goals. For example, children who struggle to focus their attention are supported by attentive staff who provide specific strategies and resources to help develop children's concentration. Children with special educational needs and/or disabilities (SEND) are well supported.
• Staff create a consistent routine for children. They use visual cues to help children understand changes in their routine. For instance, when prompted, children quickly stop what they are doing and put their toys away. Children are clear on the expectations of staff, and this helps them to regulate their behaviour.
• Staff support children's personal development. Children play outside in all weathers and have daily access to fresh air. Staff help children to take safe risks, such as independently mastering the outdoor climbing frame. However, the manager has not fully embedded systems to share the nursery curriculum effectively with parents. The manager and staff do not always fully promote and support children to learn about healthy and nutritious food choices. This limits the otherwise good progress children make in relation to their health and well-being.

What the setting must and should do next

The provider should:

• continue to support staff to fully implement the curriculum at all times, including during child-initiated play
• develop the curriculum for promoting and supporting children to learn about healthy and nutritious foods.