Christchurch Kindergarten @ Gange

What is it like to attend this early years setting?

Staff greet children warmly on arrival. Children are delighted to be at the inclusive setting and engage in learning with extremely high levels of enthusiasm. Less confident children are supported to settle at their own pace, and there is a strong focus on engaging with, and involving, all children.

Staff have incredibly high expectations of children's behaviour. They explain the consequences of actions, and the values and rules of the setting, which are strongly embedded. As a result, children behave exceptionally well, showing kindness and respect. They say 'please' and 'thank you' and share resources with ease. Children have extremely positive attitudes to learning, and parents report that children love nursery and are developing well.

Staff are confident and skilled in supporting children with additional needs thanks to strong links with parents and external professionals and effective training. This means that every child in this setting is thriving, and none are left behind.

The curriculum is very well planned and sequenced to support children's learning. For example, children make 'autumn soup' with items collected during an autumn walk, building on what they already know about the season. Staff encourage exploration of textures and smells, extending vocabulary using both English and home languages. All the children are highly engaged and focused during this learning

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

• The setting has a strong focus on promoting early literacy and a love of books. Staff ensure children have access to a wide variety of books. Each child takes home a book bag weekly, and parents are encouraged to support the development of early literacy by reading to their children. Regular story times are highly engaging, with staff using puppet props and extending language by incorporating words from children's home languages alongside English.
• Children who start nursery with no English make rapid progress. Staff's teaching is highly effective. They use visual cards, learn key words from home and collaborate with colleagues who speak the children's languages. For example, children learn the word 'elephant' in both English and their home language. Staff introduce elephant toys for counting and ensure the book of the week is about elephants. Children develop a rich vocabulary of words in English, while also developing knowledge in other areas too.
• Mathematical language and concepts are woven into the curriculum. Children frequently count objects with the staff's support, and during dance and music activities concepts like 'big' and 'small' are demonstrated, with children joining in enthusiastically. Many children can count to 10 and above.
• Parents speak highly of the tailored settling-in process. Children who have attended the nursery for only a few weeks show meaningful progress in language, social and emotional development. Less confident children are encouraged to join in activities at their own pace, such as keeping a coat and bag until they feel settled.
• Children are learning to be resilient and manage their emotions. They can choose to go to the 'safe space' to self-regulate, using carefully selected books, sensory toys and visual prompts. Staff recognise when children are becoming overwhelmed and intervene swiftly. At circle time, a staff member asks each child how they are feeling and reflects what they say with picture cards.
• Diversity is celebrated, and staff promote respect and tolerance for others. Families take a teddy home, which encourages children and families to share stories of their home lives and cultures. Many special occasions and festivals are celebrated, with children dressing in costumes and sharing special food. Parents are invited to these events, and staff use them as an opportunity to provide workshops that support home learning, further aiding parents' understanding of their children's development.
• Staff work exceptionally well as a team, and leaders care passionately about the children and families attending. For example, in response to the needs of the area, there is a strong focus on promoting healthy and safe eating practices, as well as oral health. Staff are highly motivated to teach and learn more themselves. Staff report feeling supported by leaders and incredibly satisfied in their roles.