Stanmore Park Nursery School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happily, separating easily from their parents. Children greet staff warmly for the beginning of their day. Children moving into the setting are well supported.

Key workers find out as much as they can about the child and their family. The information is used to plan familiar activities and experiences that enable children to settle quickly. Parents feel comfortable and reassured that their child is safe and being well cared for.

Staff are warm and nurturing and they are positive role models. All staff have high expectations for children's behaviour. Children are happy and relaxed, and they behave well.<...br/>
They take turns, show respect for each other's ideas and play well together.Children enjoy time spent outside in the garden. Staff encourage children to take risks and children build self-esteem and confidence.

For example, a younger child is interested in the slide and is supported by a member of staff, breaking down the sequence of movements and skills needed to use the equipment, over a short period. The full staff team stop to clap when the child uses the slide independently for the first time. Children are proud of their achievements and well prepared for their next steps in learning.

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

Older children demonstrate readiness for the next stage in their learning. They share personal experiences when participating in discussions relating to favourite books or stories. Some staff respond well, extending children's thinking by developing back-and-forth conversations.

However, there are occasions when staff use questions to test children's knowledge rather than connecting with children's interests. This does not support children to develop concentration and communication through sustained interactions.The key-person system is effective.

Staff tune into children' needs very well. They use knowledge shared by parents and observations to identify any need for additional support. A robust cycle of 'observe, plan, do and review' ensures that any gaps in children's learning or emerging needs can be quickly identified.

All children have clear next steps for their development. Requests for support are swiftly made in partnership with parents. As a result, all children make progress, regardless of their starting point.

Staff provide all children with opportunities to learn about diversity. They offer a range of resources and images for children to participate in activities that help them to explore different cultures and celebrations. For example, children learn about Diwali, Eid and Christmas in a range of age-appropriate ways.

Activities, such as making cards for Father's Day, include staff using information they have about male role models within the extended family. Children eagerly anticipate the surprise element of this activity, as a trip to the post office and delivery by the postman increases their excitement.Children with English as an additional language are well supported.

Staff with shared heritage mix home languages with English to support children's development of language and communication. Younger children have adults narrating as they play. All children have daily opportunities to participate in playful singing and story times.

As a result, children, regardless of their starting point, quickly make progress.Parents speak highly about the care that they and their children receive from this setting. They notice how quickly their children settle and begin to make progress.

Parents share how staff have gone 'over and above' when they have experienced challenges or have needed support. Parents are involved in their child's learning as staff give detailed handovers. Information and photographs are also shared via an online application which parents can log in to view and comment on.

Regular parents' evenings and participation in celebrations promotes a highly valued sense of community.Leaders and managers share how they have had to adapt following the COVID-19 pandemic. Difficulties with recruitment have been offset by a reduction in the number of children attending the setting.

However, leaders and managers have also used this time as an opportunity to benefit and enhance practice. Ongoing development through professional training, along with regular supervision, ensures that all staff and students are well supported.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, managers and staff are very aware of the role they play to ensure that children and families remain safe. Due to the close relationships developed with families, difficulties are shared and early support is put in place. Health and safety checks are completed daily.

Training can be accessed both face to face and online to ensure the staff's knowledge of safeguarding and child protection is regularly refreshed and up to date. As a result, staff can confidently speak about the steps they would take if they were concerned a child was at risk of harm.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to further extend children's concentration and communication skills through everyday activities and routines, taking opportunities to ask open-ended questions and develop back-and-forth conversations.