Fair View Kindergarten

What is it like to attend this early years setting?

Children arrive at the gate eager to start their day at this friendly and nurturing nursery. They press the buzzer and announce their name on the intercom. Children separate easily from their parents, confidently waving goodbye to them at the gate. Children engage in familiar 'good morning' routines. They sit together on the carpet and sing songs. Toddlers enjoy looking at photographs to recognise and name their friends. They clap and smile when they see their own image.

Children quickly become engaged in activities that interest them. Babies enjoy the feeling of oats and lentils. They scoop handfuls and squeeze them between their fingers. Toddlers enjoy water play. They show control when using watering cans and jugs to pour and fill containers. Older children mould play dough into 'cakes'. They decorate them with dried pasta shapes and tell each other, 'This is a chocolate cake.'

Children are happy and settled. Toddlers giggle when bubbles emerge from a machine. They squeal with delight when bubbles float towards them. They clap their hands to try to pop and burst them. Children hold hands and walk around the spacious grounds. They peer inside rabbit hutches and goat pens and chat about their favourite animals.

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

• Staff provide a language-rich environment. They give clear narration and engage children in meaningful conversations as they play. Staff working with babies repeat key words and use familiar songs to support language development. Staff in the toddler room use story times to reinforce the names of farm animals. Pre-school children learn about transitions to school through well-planned stories.
• Children benefit from time outside and being active. Toddlers climb steps and whizz down slides. Children set up their own obstacle courses using guttering. Pre-school children enthusiastically engage in large group games. They jog and stretch to 'warm up'. They recognise changes in their bodies and tell staff, 'My blood is pumping faster.'
• Children behave well and understand what is expected of them. They stop when they hear tambourines shaking and say, 'It is tidy up time.' Toddlers take care to return jigsaw pieces to their correct slots. Pre-school children show kindness. They help each other to use stilts and wait patiently for their turn to use the slide.
• Children use numbers and counting in their play. They count the legs on toy spiders they find hidden in soil. Toddlers count to six as they stack toy eggs in cartons. Older children invent their own games. They roll dice and match numerals on cards. Children recognise mathematical concepts. For example, they notice the numbers seven and eight are not represented on dice and comment, 'They are too big.'
• Children show that they feel safe and secure. Babies snuggle closely with staff to look at interactive toys. Toddlers clamber onto staff's laps during their play. Pre-school children give staff hugs and hold their hands. Staff reciprocate and give children timely affection and reassurance.
• Partnerships with parents are very strong. Parents describe staff as 'fabulous' and say they are 'incredibly happy' at how well their children settle and make progress. Parents value the detailed feedback they receive from daily handovers and an online platform. Parents appreciate the flexible sessions offered by the nursery.
• Leaders and managers are a strong team. They support staff closely and nurture a climate of professional development. Leaders place a high priority on staff well-being. Recent initiatives have had a positive impact and, as a result, staff report high levels of well-being and morale.
• Activities are linked to children's interests. However, the implementation of the curriculum does not always build on what children already know and can do. For example, babies' outdoor provision does not always include areas for them to freely explore unaided.
• Daily routines are not always managed effectively. For example, children wait for extended periods of time to be served lunches and for tidy-up sessions to finish. As a result, children's learning time is not fully maximised.

What the setting must and should do next

The provider should:

• ensure the implementation of the curriculum is clearly sequenced, building precisely on what children already know and can do
• review the organisation of routines so that children's play and learning time is maximised.