Zeeba - Dalston

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children confidently separate from their parents as they are warmly greeted by staff on arrival.

They immediately engage in play. This is because staff effectively plan accessible and stimulating learning environments. Children have the choice of sitting and eating breakfast with their peers.

Staff are on hand to encourage children's independence and engage in conversations with them. This helps to support a relaxed social experience. Leaders and staff implement a broad curriculum based on children's interests and what they need to learn next.

This helps to ensure that all children, including those with specia...l educational needs, make good progress. Staff focus on supporting children's communication skills. For example, staff take time to read impromptu stories to children.

Younger children enjoy planned singing sessions. They are encouraged to choose props to assist them in engaging in favourite action rhymes. They enthusiastically hop like little bunnies and then pretend to go to sleep.

Children are confident to sing and clearly enjoy having their choice of songs valued. Staff are positive role models to children. They teach them how to work together to achieve tasks.

For example, older children work cooperatively to complete large floor puzzles. They are delighted to receive praise from staff, who recognise their achievements. Younger children demonstrate they feel safe and secure as they happily go to have a nap after lunch.

Staff sit with children, providing reassurance that they are close by.

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

The provider has employed a new leadership team that has worked hard to drive improvements since the last inspection. Safeguarding training and the monitoring of children's welfare have been prioritised.

All staff, including the managers, demonstrate confidence in their roles and responsibilities in keeping children safe. Overall, the enhanced focus on safeguarding has greatly improved the culture in the setting.Leaders have a good overview of the curriculum.

They have improved supervision, coaching and professional training for staff. They continually monitor the effectiveness of the curriculum to help strengthen practice. They are focussed on raising the quality of learning experiences.

Staff express that they value the support they receive. They are enthusiastic about their roles and express that they are happy in their work. However, leaders acknowledge that continued support is needed for staff.

This is to ensure that teaching practice is consistently of a high level.Children are excited to engage in planned art and craft learning experiences. Younger children concentrate and persevere as staff show them how to use glue to stick feathers and shiny paper onto their festive hats.

Children are proud to wear their hats. Staff boost children's self-esteem by acknowledging their hard work. This supports children to develop positive attitudes towards their learning.

Staff plan appropriate challenges for older children to extend their mathematical concepts. For example, children are confident to count and recognise numbers from 1 to 10. They are eager to show how they can place numbers in order.

However, their learning is interrupted as staff introduce children to a new activity, although children are happy to move onto a physical play session. Staff do not consistently recognise when they need to support children to persevere in their learning.Children are developing good physical skills.

Younger children confidently climb and balance on low-level equipment. This helps to support their growing coordination skills. Older children are developing valuable skills to support their move to school.

For example, they are skilled in their hand-eye coordination as they can draw with purpose and write their own names independently.Staff effectively manage children's personal care. They support children who are potty training with sensitivity.

This means children are confident to express when they need to visit the bathroom. Older children are confident in their self-care. They can wash their hands independently and understand why this is important to their good health.

Parents express that they are very happy with the care provided at the nursery. They say that they know their children are learning new knowledge. For example, children come home and tell their parents how they have been learning about the moon.

Other parents comment on their children's excellent speaking skills. Parents express how they really appreciate the electronic app. This is valuable in keeping them well informed about their child's care and progress.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the procedures for staff supervision and continue to support professional development to help ensure the consistency of high-quality education strengthen teaching skills so that staff consistently give older children time to persevere in their learning, giving them time to think, solve problems and share their thoughts and ideas.

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