Swinbrook House Nursery School Marylebone

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children feel at home and safe in the nursery.

Parents comment that this is because staff get to know their families. For example, staff use words from children's home languages to support their communication skills and help children to know they are unique. Children engage in learning new skills.

Staff prepare pre-school children for school. For instance, they remind children how to hold a pencil. Staff use praise and positive techniques, such as saying, 'One, two, three, pinch', alongside demonstration.

As a result, children develop the early literacy skills which they need before they transition on to schoo...l.Children build skills to form relationships with their peers and staff. Staff model using eye contact when talking to children.

They use signs to support their words, to ensure that children understand them, and also to show that they understand children. Toddlers express their delight with this and continue in the conversation. Children in the pre-school room are independent in using these skills as they use eye contact when listening to their friends.

Children show respect for their peers and staff as they engage in conversations, which is a secure foundation for building friendships.

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

The manager supports staff. She has regular individual meetings with staff about their practice, what training they need and to check in on their well-being.

The manager gives staff time to share what they have learned and to reflect on how their teaching skills have developed.The special educational needs coordinator (SENCo) has attended speech and language training. They share training with staff to develop their knowledge as well.

As a result, children make progress as staff model saying words with the correct pronunciation and encourage children to use new words. This means that all children receive help from skilled communicators and build on their vocabulary.The nursery has 'class promises', which all the children demonstrate, such as using their manners and 'indoor voices'.

Children wait for their turn to wash their hands before meals and 'high-five' each other as they play. They learn how to respect their peers and how to behave. However, staff do not always explain to children about the consequences of their behaviour.

This can be confusing for children and does not consistently support them to understand why they need to behave in certain ways.Throughout the nursery, staff encourage children to sing songs and explore books. In the toddler room, children scoop peas in jelly, which they smell with staff.

Staff go on to read the book 'Supertato' and then children print with potatoes to create their own version. In the pre-school room, staff make routines fun as they tidy together and sing the 'tidy-up rumba' song. Children join in with known stories and songs, which helps to increase their confidence with speaking.

In the pre-school room, staff set the environment up so children have access to mathematical opportunities. Children match numerals with their friends. Staff use children's interests to engage them in problem-solving with numbers.

This supports children to develop a strong idea of what a number is, before they transition on to school.However, in the toddler room, staff do not always use mathematical language. For example, staff count children down from the nappy mat, 'one, two, three', but they do not build on this.

They do not repeat using numbers alongside children's play. As a result, children do not consistently develop an interest in numbers from an early age.The nursery does not have a garden.

However, this does not stop staff from taking children outdoors. Children go out into their local community daily. They are safe as they attend the local parks, as staff remind them of the outing's rules before they leave, such as 'red' means stop.

This helps children to learn how to keep themselves safe.

Safeguarding

The arrangements for safeguarding are effective.The manager follows the company's clear recruitment procedures.

The manager and deputy have attended safer recruitment training. During the application process, the manager ensures that all references are from the correct source and that gaps in an applicant's career are discussed in detail. The manager and staff ensure that outings are risk assessed.

Therefore, during outings, staff are aware of the potential hazards, so children can move safely between the nursery and the park and continue to be safe when they are there. Staff are confident about what to do if they have a concern about a child or an adult, and know who to go to beyond the nursery, if needed.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure that all children know and understand why rules for their behaviour are in place develop staff's skills in using the appropriate mathematical language for the age and stage of children.

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