Alpha Kindergarten (Fletton)

What is it like to attend this early years setting?

Staff warmly greet children as they arrive for the day. Children quickly settle and enjoy their time in the nursery. Key-person bonds are strong, and children demonstrate the close relationships that have formed. Babies particularly welcome cuddles, eye-contact and a friendly smile. Older children easily approach staff with their wants and needs and huddle closely to staff to listen to stories in small groups or on an individual basis.

Children demonstrate a positive attitude to learning. They are willing to have a go and try new things. Children are provided with a wide range of sensory opportunities that support them to be curious and creative. Babies excitedly squelch paint through their fingers and enjoy splashing in water. Other children use their fingers to roll dough into wriggly worms and different vegetables, which develops into conversations about healthy foods. The eldest children make sandcastles in the sand and relate this to their own visit to the beach. Children are learning how to form friendships. They play games together and learn how to work as a team, such as carrying a heavy bucket of water from the tap to the water tray. Staff help children to understand how to share and take turns from a young age.

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

• Leaders regularly evaluate the nursery and the practice of their staff to ensure that children consistently benefit from good-quality childcare and education. There is a clear focus on promoting and encouraging staff's ongoing professional development so that their knowledge of childcare and education is constantly refreshed. Leaders give good consideration to the well-being of their staff, providing access to a number of health and well-being support packages. Staff say they feel well supported in their role.
• Staff plan around children's emerging interests and have a clear understanding of what they can do and what they need to do next. There is a clear focus on building children's independence and preparation for school. Staff plan and create an environment, especially indoors, that gives children access to a broad range of play and learning opportunities that motivate them to learn. However, planning for outdoor learning is not as embedded and sometimes children are not as motivated to explore and engage.
• Stories and songs form part of everyday routines that help to develop children's communication and language skills. There is a strong emphasis on developing a love of reading both in the nursery and at home. Older children show an interest in writing their name and independently access their name cards to do so with staff, sounding out the letters as they write. In large-group times, children are learning vital listening and attention skills that help prepare them for the transition to school.
• Children with special educational needs and/or disabilities receive good support from all staff. Additional funding is used effectively, such as providing extra sessions to help benefit children's developmental needs. Staff work closely with parents and other professionals to help children make good progress while attending the nursery. Staff implement strategies, such as using objects of reference, to help children understand what is happening next as part of their routines.
• Staff offer good support and guidance to parents on a number of topics, such as oral health and toilet training. Parents are actively involved in their children's nursery life. They attend events, such as coffee mornings, family barbeques and Father's Day tea. A book lending library and sharing the song of the week help parents to support their children's learning at home. Parents are very positive about the nursery and appreciate the regular communication they receive.
• Staff help children to develop their counting skills and understanding of mathematical concepts. Learning is sequenced from simple counting with babies to some of the eldest children demonstrating that they have learned to count beyond 20. Staff introduce children to simple calculation, such as adding one more or one less duck in the water and the concept of heavy and light when playing with weighing scales.

What the setting must and should do next

The provider should:

• help staff to plan more effectively for outdoor play and enhance the range of experiences and learning opportunities children receive.