Bizzi Kids Nursery

What is it like to attend this early years setting?

Staff greet children with a warm welcome, and children are happy and secure, which underpins their ability to thrive, learn and develop. Children who are unsettled on arrival are comforted immediately and soon settle well.

The environment is exciting, and children are highly motivated and eager to explore both inside and outside. For example, children enjoy making hot chocolates and ice creams in the sandpit, while younger children enjoy counting blocks and building towers.

Children are confident communicators, and they develop good speaking and listening skills. Staff use effective questioning techniques to help children extend their vocabulary and thinking skills, such as discussing with children what they enjoy doing at home and what they have done at the weekend.

Staff inspire children's enthusiasm for stories, songs and rhymes so they listen intently and engage. For example, staff make storyboards so the children can interact and will use songs and rhymes throughout daily routines.

Staff are positive role models and enjoy sitting with the children every lunchtime, promoting communication and language through small-group discussions. Children show enthusiasm and exceptional manners.

Parents are very positive about the nursery and their children's experiences. They are kept informed of their children's development through daily updates and have secure and trusting relationships with staff. During the COVID-19 pandemic, staff remained in contact with families and children through regular contact and providing children with toy bags to support children's home learning.

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

• The manager has embedded an ambitious curriculum intent throughout the setting, and this is implemented well by staff. All interactions with children are skilful and promote children's curiosity and thinking. Staff have secure knowledge of children's development and interests. Staff have good awareness of links in children's learning and development. For example, children take part in music and movement daily and use gross motor movements to build muscles that will support pre-writing skills.
• Children show consistent engagement in activities throughout the day. They concentrate well and are motivated to learn. Children choose what they would like to play with. For example, some children choose to play and build their own track, while others use their imaginations to build bunk beds with blocks. They talk animatedly about what they are doing and discuss among the group what bed they have at home. Staff support and extend their conversations with open-ended questioning. This allows children the time to reflect and think about how they want to answer.
• Children's behaviour is exemplary. They have a very secure understanding as to why rules are in place and are highly confident in social situations. Younger children are in awe of the older children as they share and cooperate with each other consistently. For example, older children help the younger ones onto the bikes safely and say, 'There you go.' Staff show children high levels of respect and kindness and value their opinions and choices. Staff praise children highly for their kind behaviour.
• Staff plan and adapt activities for all children, including children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. For example, children are learning the colour blue, and the outcomes are adapted for the age and development stage of children. Managers ensure children have links with the wider community and enjoy walks and swimming every week to support children's water confidence. Staff teach children about other cultures to broaden their knowledge of the world. However, there is less emphasis on building children's secure understanding and appreciation of diversity.
• Staff work closely with outside agencies to support children with SEND and their individual needs. Staff collaborate regularly to identify any gaps in children's learning to support early intervention, ensuring all children make good progress. Staff place an emphasis on supporting children in their transition to school. For example, children are provided with opportunities to begin to recognise their name and explore letters and sounds.
• The manager supports staff well and ensures staff have opportunities to develop and update their professional knowledge. For example, staff had access to online learning during COVID-19 to ensure they could support children on their return. Staff feel valued and committed to their ongoing development.

What the setting must and should do next

The provider should:

• provide more opportunities for children to develop their understanding and awareness of diversity among people and the wider world.