Academy 4 Kids

What is it like to attend this early years setting?

The management team has taken prompt action to implement improvements since the last inspection. It has worked in partnership with the local authority to ensure that staff have received ongoing training, support and supervision. The impact is that children are cared for in a safe and stimulating learning environment. Staff plan an exciting curriculum which is led by children's interests and supports their individual progress. There are effective arrangements to support children with special educational needs and/or disabilities to ensure that targeted support is in place to help all children make the best possible progress.

Staff know their key children well. They have developed secure emotional attachments to support their key children to feel safe and secure. For example, children are confident to express their wishes. When they want very specific bedding at sleep time, staff patiently locate new sheets and a blanket to ensure that children are happy. This helps children to settle down for a comfortable rest. Babies demonstrate that they feel secure as they enjoy cuddles with their key person. New babies settling in are supported sensitively to explore new learning experiences. For example, they sit on their key person's lap, observing their peers having fun painting. Eventually, with encouragement, they gain the confidence to have a go themselves.

Staff consistently engage in warm and friendly interactions with children. They promote positive role models, praising children for good behaviour and celebrating their learning achievements. Staff consistently acknowledge when children have a go at trying new experiences or eat new foods. This supports children to develop resilience and have a positive attitude towards their learning.

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

• Managers demonstrate a good knowledge and understanding of child development. Since the last inspection, managers have been working more directly with staff and children to model good practice. The impact has facilitated a continual monitoring of the curriculum, including the progress children make. This has effectively enhanced the quality of care and learning experiences for all children.
• Staff express that they are happy in their work and feel well supported by managers. This, in turn, supports children's well-being. Children are observed to be happy and settled at nursery. Throughout the inspection, children were observed to be engaged in purposeful play and learning. This was facilitated by staff who have established a calm and yet busy environment where children flourish.
• Staff place due emphasis on supporting children's communication and language.
• They promote children's enjoyment of books, which is evident. For example, children are enthusiastic to share books with one another. Staff make themselves available to read impromptu stories to children, both inside and out in the garden. Staff continually speak with children and encourage their discussions. However, not all staff are skilled in providing a narrative to children to help them extend their conversations and enhance their vocabulary.
• Children are developing valuable self-care skills. This is because staff teach them to develop their independence. For example, children are confident to peel and chop their own healthy snacks. They are delighted to be helpers and tell the inspectors how they have cleaned and laid the tables in readiness for lunch. This supports children to develop cooperative behaviours.
• Children's physical development is given due emphasis. Children enthusiastically learn how to climb ladders, balance, and jump from a height onto soft mats. Staff ensure that this risky play is well supervised and remind children of safety risks, for example explaining they cannot carry objects when climbing. Most children line up and know they need to go to the back of the line to wait their turn. However, when children do not comply with this rule, staff do not consistently discuss this with them to ensure that they recognise the impact this has on others.
• Parents express that they are extremely happy with the care and education their children receive. They praise staff's proactive focus in supporting children's progress and involving them in this process. Parents value being invited into the setting to observe how children learn in the 'woodland' area. They value communication systems which they say are transparent and helpful. Parents shared that they valued being informed of the nursery action plan that was implemented following the last inspection.

What the setting must and should do next

The provider should:

• strengthen teaching practice to ensure that children of all ages receive consistent high-quality interactions to support their developing communication and language skills
• build on staff's positive teaching of polite behaviours so that all children are consistently supported to understand rules and boundaries.