Lubavitch Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The experience and learning for children at this setting are variable. Staff build warm relationships with children.

In the mornings, children come in happily to the setting and greet the staff warmly. Children benefit from the calm, nurturing tones that staff use to interact with them. Leaders have a strong focus on looking after others and charitable giving, which helps children to understand the importance of being kind and caring.

However, leaders and staff do not always have high enough expectations of what children can achieve through the curriculum. This has an impact on the progress that children make. For example..., some staff do not always use a wide enough range of vocabulary with the children to support them to develop their communication and language skills.

Leaders and staff build strong partnerships between home and nursery. Children's achievements at home are celebrated through 'mitzvah notes' that parents send in. For example, parents record when children have been particularly kind or helpful at home.

Children beam with pride as these notes are read out in front of their peers. This helps children to understand how much their achievements are valued and raises their self-esteem. Some staff do not have high enough expectations of how children should behave.

For example, a few children climb on the chairs or put their feet on the table. Staff do not always address this behaviour, which means that some children do not always display positive behaviour.

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

The curriculum for communication and language is inconsistent.

Some staff, particularly in the baby room, get down to children's level and model language well. However, staff do not consider how to support children to develop high-quality interactions consistently. For example, they do not consider how to use lunchtimes to support children to develop their language and social skills.

This has an impact on the progress that children make in their communication and language.Staff provide opportunities for all children to develop their physical skills. Children develop skills such as climbing, jumping and spatial awareness as they drive toy cars, climb up steps, go down the slide and throw balls to staff.

Children develop in their hand-eye coordination and fine motor skills as they paint the wall with water, stick stickers on a poster or put candles into the Chanukkiah. These opportunities help children to make progress in their physical development.The key-person system is variable.

Staff are able to explain the progress that their key children have made. However, staff are not always able to identify the next steps for their key children and how they are going to support them to achieve these next steps. This means that staff do not consistently plan targeted learning opportunities to support individual children on their learning journey.

Staff do not always support children to understand expected behaviours well enough. On occasion, staff do not address unacceptable behaviours with children. This means that children do not consistently learn to differentiate right from wrong.

Staff support children who speak English as an additional language well. They make good use of children's home languages to help children to develop a sense of pride in their identify and improve their communication skills in their home language and English.Leaders understand how to support children with special educational needs and/or disabilities.

They work with parents and the local authority to support these children. Staff use some strategies to work with children who need extra support to catch up with their peers, such as small-group circle times or one-to-one play with their key person. This support is not always carefully sequenced and evaluated to ensure maximum impact for the children who need it most.

Staff do not always ensure that appropriate hygiene processes are followed. For example, children do not consistently wash their hands before snack time. This does not support children to develop their understanding of personal hygiene.

Leaders have built strong links with their local authority. Leaders and staff attend regular training sessions and reach out for advice and support. However, leaders do not accurately identify areas of practice that individual staff need to improve in and then provide impactful support for these areas.

This means that staff practice is not consistently good and has an impact on outcomes for children.Parents speak highly of the setting. They appreciate the caring staff and the way that their children are very happy to come to nursery.

Staff make sure that they are easily approachable to parents and keep them updated about what their child has been doing at nursery.

Safeguarding

The arrangements for safeguarding are effective.Staff understand what to do if they have concerns regarding a child's well-being.

They attend regular training to ensure their safeguarding knowledge is kept up to date. Important safeguarding information is clearly displayed in the setting for staff to access if necessary. The manager has a good understanding of safeguarding procedures and knows where to go for further support if necessary.

Leaders use effective systems to recruit staff.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure that all key persons identify appropriate next steps for their key children's learning and plan effective opportunities to help children achieve these next steps 10/01/2024 identify weaker staff practice and support staff to improve their practice.10/01/2024 To further improve the quality of the early years provision, the provider should: support children to develop their understanding of the importance of personal hygiene practices, such as washing their hands before eating nensure that staff expectations of children's behaviour are high enough and support children to understand and follow these expectations.

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