345 Nursery School Balham

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children in this safe and secure setting are happy, eager to learn and full of awe and wonder.

Children have opportunities to participate in a wide variety of experiences such as dance, sports, cookery and music that help develop problem-solving and resilience. Older children have one day of outdoor learning weekly, whatever the weather. This allows them to have a taste of a forest school environment, explore and risk assess in a controlled environment.

The curriculum is well designed and evaluated. Children show sustained levels of concentration and engagement.Staff have high expectations for children.

The ch...ildren are independent learners. They help to prepare the fruit, peeling oranges or using an apple corer with support, ready for snack time. Overall, children behave well and show care and respect for their learning environment.

Children are empathic to each other. Emotional literacy plays an important part in the curriculum. This enables children to understand how they feel, why they are feeling that way and the impact their actions can have on others.

Children with special educational needs and/or disabilities (SEND) and their families are very well supported. Staff provide children with early intervention, to ensure they can actively participate in all aspects of the curriculum.

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

Staff know the children and their families well.

Home visits and flexible settling-in schedules help to build relationships prior to starting at the nursery. Individual plans for children are based on what they already know and what they need to learn next. Children make good progress from their starting points and are well prepared for the next stage of their learning.

Overall, communication and language are well promoted for younger children. Staff use Makaton to support children's communication. Key words in home languages are used to help children feel settled and secure.

However, when staff ask children questions, they do not always allow children enough time to reflect and recall information.Older children have wonderful opportunities to develop their communication and language skills. Children have a wide vocabulary and are very keen to share their ideas with others.

Staff break down unfamiliar words in stories so that children do not just learn a new word but the context in which to use it.Children develop a love of books and reading. Staff read with enthusiasm, bringing the story to life.

Children understand the structure of books and the roles of both the author and the illustrator.Children learn about the wider world and the diverse community they are part of. Staff teach children to be tolerant and respectful to others.

In addition, children learn about festivals, and parents are invited into the nursery to share cultural food, music and stories with the children.Staff promote healthy lifestyles to children. Children learn about the importance of making healthy food choices.

They have various opportunities to be physically active, using large and small movements to improve coordination and spatial awareness.Overall, staff model positive behaviours. Children are familiar with 'classroom principles', including using 'gentle hands' and having 'kind hearts'.

Staff promote sharing and turn-taking. However, when disagreements between children arise, staff are not consistent in teaching children how to manage conflicts and resolve difficult situations for themselves.Partnership with parents is strong.

Parents describe the setting as a warm and nurturing environment. Parents feel involved in their children's learning and development. Leaders and managers run regular workshops for parents that offer support and guidance.

Staff are knowledgeable. A clear induction process led by leaders and managers ensures all staff understand the expectations of the setting. Staff feel well supported with regular coaching, supervisions and team meetings.

Staff are actively encouraged and supported to pursue further training and qualifications.The leadership team is thoughtful and reflective. Regular feedback is sought from staff, parents and other professionals.

Practice is always being adapted to ensure that the needs of children and families are at the forefront of all decisions.

Safeguarding

The arrangements for safeguarding are effective.All staff have a clear understanding of their role in keeping children safe from harm.

Leaders and managers ensure that staff undertake regular training that provides them with the information they need to identify children at risk of abuse. All staff are clear on how to record and report any concerns they may have. Staff understand the importance of whistle-blowing.

All staff understand the 'Prevent' duty and the signs displayed by those who may be exposed to extreme views. Leaders and managers understand the importance of maintaining accurate attendance records and being alert to patterns of repeated absence.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure questions posed give younger children enough time to reflect and recall information help staff consistently teach children to resolve conflicts independently.

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