West Drayton Day Nursery

What is it like to attend this early years setting?

Staff create a welcoming and inclusive environment. They work well with other professionals to ensure children's needs are met effectively. This approach is particularly beneficial for children with special educational needs and/or disabilities (SEND). For instance, staff's collaboration with speech therapists helps children express themselves. Staff teach children about 'kind hands' and 'good sharing' to promote their good behaviour. Children respond positively to this. Staff ensure that children have ample space to move around safely and freely, both indoors and outdoors. They check regularly that the toys and equipment are safe and age-appropriate for children to use.

Staff provide children with a rich and balanced curriculum. For instance, while focusing on the theme of 'endangered species', staff teach children about different animals and their habitats. In the baby room, staff engage children by making them laugh as they roar like lions and sing songs. This brings happiness to children. In pre-school, staff enhance children's knowledge of the natural world, encouraging them to identify insects and bugs. Children display high levels of motivation while looking for butterflies and spiders. During group activities, staff communicate with children in their home language to increase their understanding and engagement.

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

• The management team consists of committed professionals who have high expectations for both staff and children. They use additional funding to enhance children's physical skills and promote active learning.
• The self-evaluation process is effective. The management team seeks input from parents and professionals to enhance children's experiences. For example, they implemented rolling mealtimes, which has created a more relaxed atmosphere for children. Additionally, this enables staff to supervise children better, ensuring those with food allergies receive appropriate care.
• Staff conduct thorough risk assessments to ensure the premises are safe and suitable for children. They follow hygiene practices, especially during toilet use and nappy changes, to minimise cross-infection. Additionally, staff wear protective clothing, clean surfaces, and wash their hands regularly to prevent the spread of germs. This helps to promote children's good health.
• Overall, staff promote all areas of learning effectively. For example, they encourage children's early drawing skills by giving them plenty of opportunities to use them with a range of tools. Children have lots of fun as they draw 'caterpillars', supporting their early literacy and creative skills. However, the curriculum for mathematics is not as well embedded. Although staff incorporate some counting, they do not make effective use of opportunities to develop and build on children's early mathematical skills.
• Staff assess children's learning regularly. They use group activities to help children make good progress in their development. For example, during an indoor activity, staff encourage children to explore various sensory toys to develop their concentration and listening skills. However, in some group activities, staff do not always ensure that resources are readily accessible. This limitation hinders children from fully benefiting from all planned activities.
• Staff feel well-supported in their roles and responsibilities. They can pursue higher qualifications to deepen their understanding of child development. Additionally, staff have completed training in food safety, which has increased their confidence in serving meals that cater to children's individual needs.
• Parents express their appreciation for staff and the work they do for their children. They highlight the regular communication they have with staff. Additionally, parents mention how staff encourage their involvement in nursery activities, such as religious and cultural events, including Mother's Day and Father's Day events.
• Children demonstrate social confidence. For instance, older children volunteer to lead a singing activity with gestures among their peers. They show positive attitudes towards learning through high levels of enjoyment.
• Staff remind children of their behavioural expectations. For example, they encourage children to use the musical instruments gently to prevent hurting others. This approach teaches children to behave well. Children learn to share and take turns.
• Children learn important skills for the next stage of their education. They undertake age-appropriate tasks, especially during mealtimes. This fosters high levels of independence.

What the setting must and should do next

The provider should:

• strengthen the curriculum for mathematics in order to help children build a secure knowledge of early mathematical skills
• adapt the planning and organisation of some activities to maximise children's learning.