Crazy 4 Kids Stanton Cross

What is it like to attend this early years setting?

Children enthusiastically arrive at this warm and nurturing nursery. They demonstrate a sense of security and belonging as they confidently interact with their friends and new visitors. Children learn to share, take turns and negotiate with their peers during play. Staff set clear boundaries and use gentle redirection to manage any unwanted behaviour effectively. Staff consistently model positive behaviour and use strategies to support children to understand their emotions. This supports children to behave well. Children demonstrate strong attachments and relationships with staff who know them very well. They proudly show staff their creations and invite them to join in with their play. Staff take the time to praise children for their achievements, which helps to build children's self-esteem.

Staff plan a broad curriculum that supports children's interests, implementing activities that are based upon children's current interests and development needs. For example, older children learn about transitions in the role-play area designed like a classroom. They assume the role of teacher and pupil and recall important things they will need at school, such as their uniform and book bags. These opportunities support children's understanding of transitions and prepare them for their next stage of learning. Staff strongly consider children's individual needs and different learning styles when planning activities and experiences. This supports all children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, to make good progress from their starting points.

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

• The management team is committed to providing high-quality care and education for all children. Managers organise regular team meetings to develop the nursery's ethos and to reflect upon enhancing children's experiences further. Staff extend their professional development through training opportunities and mentoring from the management team.
• Staff support children's learning well through planned activities. However, on occasion, not all children are fully supported in following their curiosities during play to build their skills even further. For example, when painting outside, children request to paint on the floor in the play area. Staff do not follow children's curiosity as a way to extend and build on the activity to increase children's learning opportunities.
• Staff's well-being is a high priority for the management team. Staff state they are supported extremely well by the management team in their everyday practice. The managers at this nursery are positive role models who care greatly about their staff. This helps staff to feel secure and confident in their roles.
• Staff support children's speech and communication skills exceptionally well. For example, they engage in back-and-forth conversations with children as they play, providing rich and descriptive language. In addition, staff use many different communication strategies alongside speech, such as visual aids and basic sign language. This helps to ensure every child has a voice and supports all children to become confident communicators, including children who speak English as an additional language.
• Staff support children to develop their independence through daily routines, such as tidying away their toys, washing their hands before mealtimes and pouring their own drinks. Children become increasingly independent. For example, older children confidently empty their lunch plates into the correct containers in preparation for washing up.
• Staff implement consistent behaviour rules that help children to understand what is expected of them. For example, staff remind children to use 'kind hands' and 'walking feet'. Children behave well in the nursery. They respond respectfully to instructions given to them by staff and happily follow the routines established within the nursery.
• The support for children with SEND is very strong. Staff work in close partnership with parents and other professionals to put targeted support in place at the earliest opportunity. Staff are consistent in ensuring that each child's individual needs are considered in the organisation of routines and activities. Additional funding is used wisely for intended children to meet their individual needs and prepare them for future learning.
• Partnerships with parents are strong. Parents speak positively about the care and support their children receive and feel confident in the staff's ability to meet their child's individual needs. Staff maintain open and effective communication, keeping parents well informed about their child's daily experiences and developmental progress.

What the setting must and should do next

The provider should:

• support staff to fully identify and expand upon children's curiosities during play so that they make the best possible progress in their learning.