Caring Kindergartens

What is it like to attend this early years setting?

Children and parents are welcomed by friendly nursery staff as they arrive. Children who struggle to leave their parents are supported well. Staff give them cuddles, helping them to calm quickly. Staff teach children to use their 'walking feet' indoors so they do not fall and hurt themselves. Older children develop their independence skills as they self-serve their own lunch and wash their plates afterwards. Staff teach children about feelings and emotions as they read stories to them. Children listen with interest, and say 'nursery teachers check on me if I am sad'.

Staff provide an extensive variety of activities that follow children's interests. Children show a positive attitude towards their learning as they actively engage and join in. All ages of children enjoy exploring the large and inviting garden. Staff support the youngest children to develop their physical skills by holding their hands as they learn to walk. Children demonstrate pride in their achievements. Older children develop their imagination as they work together to build a 'transformer' out of construction resources. They confidently approach visitors to show off their creation, saying 'look at Optimus!'. Staff support children's communication and language development well. Children sing songs, listen to stories, and engage in age-appropriate conversations.

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

• Staff know children well. They use assessments and observations to inform planned activities to further children's development. Gaps in learning are identified quickly, with staff being confident to reach out to other professionals when children require extra help. The manager uses additional funding well, for example, purchasing specific resources to support children's individual needs. She involves parents in how this additional money is spent. This means all children are supported to make good progress in their learning and quickly receive the help they need.
• Staff extend children's learning well, as they build on what children already know and can do. For example, staff develop younger children's mathematical understanding as they take part in a painting activity. They introduce the concept of big and small, as they compare the sizes of hand prints they make on the paper.
• Parents speak highly of how the manager and 'fantastic' staff support their children and them as parents. Staff share information in a variety of ways to keep parents informed on how their child is developing, and provide ideas of how learning can be continued at home. Parents report their child's confidence has grown since attending the nursery.
• The nursery has strong links within the community. Older children have regular opportunities to visit the local school, as well as the senior care home. Staff teach them about 'people who help us' as they play with 'small world' figures and read them stories. Children say the police 'rescue people' when they are asked what they do. This enables children to learn about the world around them, and be prepared for their next stage in learning.
• The nursery provides healthy meals. Children excitedly say 'fish, I love fish' when lunch arrives. Meal times are calm and sociable. Staff encourage younger children to feed themselves as they start to develop their independence and small-muscle skills. Staff engage older children in conversations, discussing what food they have on their plate. However, staff do not always reinforce the importance of what a healthy lifestyle is, or help children to understand the benefits of the healthy foods they eat.
• Children are calm and friendly towards their friends, staff and visitors. Staff remind children about sharing toys, praising them when they do so. Staff are positive role models. They encourage children to use good manners, such as 'please' and 'thank you'. However, at times, staff working with younger children do not consistently share behaviour expectations. This means younger children do not always understand what is expected of them.
• Staff report they feel supported by their manager, especially in regards to their well-being. The manager carries out regular supervisions with staff, enabling them to discuss their professional development as well as any concerns they may have. Staff have free access to an online training platform. This gives them numerous opportunities to develop their own skills and knowledge.

What the setting must and should do next

The provider should:

• strengthen support for children to extend their knowledge of what a healthy lifestyle is and the benefits of healthy eating
• embed behaviour expectations consistently for younger children, to help them understand what is expected of them.