Fennies Kidbrooke

What is it like to attend this early years setting?

Children enjoy their time at this welcoming nursery. On arrival, they quickly settle into their play and are keen to explore. Children have a good balance of indoor and outdoor play opportunities. They develop a range of physical skills as they play outdoors. Older children navigate space well and develop coordination as they use hoops and beanbags. Toddlers excitedly run up and down the hill and stretch their bodies out when attempting to catch bubbles. Babies develop their mobility in a range of ways, such as when using the indoor climbing frame to build confidence in managing steps.

Babies show that they feel emotionally secure. Staff are quick to respond if babies become upset and provide lots of reassuring cuddles. Babies smile at visitors and enjoy exploring music and sound, which supports their language and communication. They eagerly join in singing time. They know repetitive phrases as they sing 'Five little ducks' and laugh as they copy the actions. Older children use their imagination as they participate in a bus role-play activity. They recall their own previous experiences and pretend to 'tap in' using Oyster cards. Children learn a range of mathematical concepts during their play, such as colours, shape and size. They show perseverance as they learn new skills, such as operating syringes during a water-play activity.

Children behave well throughout the nursery. Older children understand concepts such as using 'kind hands'. They learn to share and take turns and are keen to help during tidy-up time. Younger children learn to manage their own personal needs and self-care. For example, babies are confident to take their own tissues and use the mirror to wipe their noses. Staff teach them to wash their hands after wiping, which supports their understanding of good hygiene practices.

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

• There has been a recent change in the leadership of the nursery with a stronger focus on evaluating practice and building consistency in the staff team. The new manager is very enthusiastic and is a good role model to staff. She ensures that staff plan an effective curriculum, which enables children to make good progress given their starting points.
• The manager is paying particular attention to supporting staff to develop children's communication and language skills. For example, suggestions are given about more effective questioning to help children to communicate their thoughts and ideas. Staff obtain some keywords in children's home languages from parents. However, this information is not always used effectively by staff to consistently support children who are learning English as an additional language.
• Parents are positive about the nursery and feel their children have made good progress since attending. They describe the staff as 'great' and are reassured that any concerns can be shared and promptly responded to. Parents say their children have learned new vocabulary at the nursery, and they particularly like how staff support them in managing children's behaviour.
• Staff plan stimulating activities, and children are keen to join in and share what they know and understand. Staff are nurturing towards children's needs and provide consistent, supportive interaction. However, the key-person system is not always fully effective. Sometimes, frequent changes to key persons mean that staff do not always have a secure knowledge of children's individual needs to support future planning.
• Children with special educational needs and/or disabilities receive good, targeted support. Staff work with parents and other professionals to provide a consistent approach and identify next steps. Staff are aware of strategies to use with children who may need support with their behaviour, such as by adapting routines and using the outdoor area so children have more space if they are feeling overwhelmed.
• Staff's professional development is encouraged, and staff are supported to build on their skills through a range of training opportunities. The wider leadership team has a good overview of the quality of the provision provided to offer targeted support. This ensures a varied and effective curriculum is delivered. New staff confidently talk about their induction and understand the policies and procedures to support children's safety within the nursery.

What the setting must and should do next

The provider should:

• make the most of what is known about children's home languages to effectively use this to aid settling and support language development
• continue to strengthen the key-person system to provide greater consistency in planning to meet children's individual needs.