Camelot Kids

What is it like to attend this early years setting?

All children, including those with special educational needs and/or disabilities, learn and develop well in this nurturing nursery. They benefit greatly from the care given by staff, who accept children's differences and value each child as an individual. For example, children who find it difficult to come into the nursery are given time to settle with a member of staff in a calming sensory space. Children make friends and quickly become part of the nursery 'family'. Babies form trusting relationships with the attentive staff and show they feel safe. For example, they practise walking from one member of staff to another and laugh when they succeed. Older children show a strong sense of belonging as they sit happily together to sing 'hello' at group times and enjoy a story.

Children choose from a range of well-thought-out activities in the inviting environment. This is carefully planned to encourage conversation and independent exploration through activities that spark curiosity and interest. For example, children explore the smell and feel of different herbs. They practise the skill of cutting them and discover what happens when they add herbs to play dough. Children make strong connections between learning as they play. They behave well and develop secure social skills and independence. Children are well prepared for school.

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

• Partnership with parents is a real strength of the nursery. The manager and staff know the families well. They consistently give parents advice when needed. For example, staff explain the delay that dummies can cause to speech. They send home 'chef bags' containing new ideas for meals to cook at home with children. Children take home books to encourage reading at home to further their literacy skills. Parents say their children have more confidence and talk more since attending this warm and friendly nursery.
• Staff provide a wide range of activities that greatly expand children's experiences and opportunities for learning. For instance, children learn about the world around them as they go on outings or shopping trips. They regularly learn to cook food that they then eat for lunch or tea. Children grow their own vegetables, such as beans and tomatoes. Children talk about healthy food groups and know how to avoid germs by handwashing.
• The manger and staff know the children well and monitor outcomes carefully. Children who may need additional support are identified quickly. The manager and staff work closely with parents and other professionals to ensure children have the help they need. They use additional funding to give carefully targeted support for disadvantaged children, such as by providing specific resources, additional nursery sessions or meals. All children make good progress.
• Staff help children to recognise their feelings and understand their behaviour. They intervene calmly when children need support with this and give positive encouragement when children behave well or show that they are happy. Staff listen carefully and praise effort and achievement. This helps to develop children's self-esteem and lets them know that their feelings and views are important.
• Children listen carefully to staff and happily follow their instructions. Staff use prompts, such as photo timetables and picture clues, to help children understand their day and feel secure. However, the morning routine involves several changes when all children are expected to stop what they are doing and sometimes wait too long for the next activity. This takes away time for sustained concentration on their play and learning.
• Staff encourage children to be creative and develop their imaginations through their own choice of role play and art. Children explore real materials and mix different media. Staff tailor their teaching well to help children think and to add challenge. However, at times, activities planned are too challenging for younger children. As a result, they are not fully engaged and motivated to join in.
• The manager is experienced and reflective. She shares her wealth of knowledge and clear ethos with the enthusiastic staff team. She monitors staff practice carefully and prioritises staff training. Staff benefit from very good, on-going opportunities to develop their skills, knowledge and qualifications. Children's learning and development are significantly enhanced by the resulting staff expertise and confidence.

What the setting must and should do next

The provider should:

• review and improve the routines of the day to allow the maximum time for children to focus on their play and develop their learning
• strengthen the planning system to help ensure activities for younger children are consistently appropriate and motivating for them.