Goldsmiths College Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are confident and motivated to learn in this warm and happy nursery.

Staff value each child and have high expectations of them. Children enjoy activities and concentrate well. Staff take time to find out about children's interests, as well as listening to children's voices, which are reflected in the curriculum.

For example, older children choose books to enhance their knowledge about caring for the environment. Younger children eagerly recall how they made the chalk paint for their painting activity. All children develop valuable skills in preparation for school.

The curriculum is varied and interest...ing. Children gain a good understanding of the world. For example, younger children are excited to see the butterflies emerge from their cocoons.

Children learn about and respect difference. Staff learn other languages spoken by the children and encourage them to write letters from their home language's alphabet. This supports those children who speak English as an additional language to settle and feel part of the nursery.

Children act with care and caution as they learn to manage risks. For instance, they arrange resources to practice climbing, balancing and jumping, with support from staff.

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

The manager is passionate about outcomes for all children.

She has clear intentions for children's development and the learning that staff provide. She is committed to practitioners' continuous professional development. She provides training opportunities based on practitioners' individual needs and the needs of children.

However, at times, support staff are unsure of their role when joining children's play and learning. This means the good quality teaching is not consistent at all times.The provision for children with special educational needs and/or disabilities is a strength of the nursery.

The special educational needs coordinator and staff team have good knowledge of how to support children's individual needs. She works closely with practitioners and other professionals to swiftly close any gaps in children's development. Parents are supported in a sensitive manner.

They are involved in creating individual support plans for their children. Parents are kept up to date about their children's ongoing development. Any additional funding is spent to ensure that children make the best possible progress.

Staff support children's language and communication well. Throughout the day, staff provide children with regular opportunities to sing songs and read books. Babies giggle and copy actions from the core book.

Toddlers eagerly express themselves as they make choices throughout the day. Pre-school children are articulate and are starting to use their memory and recall skills to anticipate the events in their favourite stories. For example, children confidently explain what an animal sanctuary is.

Staff teach children early mathematical language. They model mathematical language and extend children's understanding of measuring and number recognition. For example, children compare heights as they build towers and fill jugs with water halfway.

Older children write numbers in chalk that are important to them.Staff have very high expectations of all children. They reward children's exceptional behaviour and achievements with high levels of praise and reassurance.

This increases children's confidence. Children smile with pride when they are praised for working collaboratively and use their negotiating skills as they suggest using the sand timer for turn-taking. Staff support younger children's emotional literacy.

Opportunities for physical play are good across the nursery. Children are keen and confident as they run, climb, crawl, balance and take risks. They confidently organise into teams for a game of football indoors.

Staff promote children's good health. They offer healthy snacks and remind children to drink plenty of water to 'rehydrate'.Parents are extremely complimentary of the education and care the nursery provides.

They comment that their children are happy and are greeted by friendly staff, and families whose home language is not English praise the effort staff go to in learning other languages to greet children in their home language. This builds a sense of belonging for the whole family. Parents also say that their children's learning is 'evident' through the well-planned curriculum that the nursery offers.

Safeguarding

The arrangements for safeguarding are effective.The designated safeguarding lead (DSL) ensures that staff's safeguarding training is regularly updated. Staff understand the signs and symptoms that indicate a child may be at risk of harm.

The DSL maintains a clear process for recording and reporting concerns to the appropriate agency. The nursery is secure, and staff ensure that both the inside and outdoor areas are risk assessed so that children can play safely. This includes detailed risk assessments of the 'secret forest' area and pond.

Children are well supervised. They learn to keep themselves safe and manage appropriate challenges, for example, when using the climbing and balancing equipment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the coaching of support staff to understand their role when joining children's self-chosen play to enhance teaching even further.