Global Kids day care

What is it like to attend this early years setting?

Children explore the environment independently and are eager to learn new skills. They enjoy using accessible resources, indoors and outdoors. Staff interact well with the children, join in with their play and guide their learning. Babies play happily alongside their friends and progress well from their starting points in learning. Staff have high expectations of the children and introduce a range of vocabulary, extending children's communication and language skills. Children are taught how to care for their environment. Children learn about the life cycles of the worm and how to care for them. For example, they grow plants and have a wormery.

Staff arrange flexible and personalised settling-in routines with parents. Babies who find it difficult to separate from their parents receive cuddles and warm attention. For example, they snuggle into staff's laps as they share books. Children behave well. They wash their hands and prepare their own fruit at snack time. Staff are positive role models and actively encourage children to use good manners. Children thoroughly enjoy sensory play, using tools such as buckets and containers to splash and scoop. Children learn about capacity and numbers by filling empty containers with water and mud. For example, with the support of staff, they learn to measure and compare volumes.

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

• A well-established key-person system helps children to feel safe and secure. Staff are caring and nurturing. The settling-in process is flexible and personalised to meet families' individual needs. Staff encourage them to express their feelings and wishes. For example, staff use visual aids to allow children to communicate their needs.
• The manager is reflective of the learning environment. She reviews how children access areas of the environment and how to make resources more accessible. She ensures children have room and space to play and explore. Staff organise local outings to help children to gain an awareness of the wider world around them.
• Children are supported well to develop their writing skills. Staff introduce stimulating mark-making opportunities for all children. For example, staff provide a range of writing tools, indoors and outdoors, to suit a wider range of learning styles.
• Staff support children's communication and language development effectively. They encourage children to explore books and use open-ended questions skillfully to engage them in conversation. However, on occasion, staff do not encourage less confident and quieter children to communicate to maximise their learning.
• Staff promote opportunities for children to learn about the wider world. They read books, and children wear traditional clothes from another cultures. This supports children with English as an additional language and helps them celebrate the similarities and differences between people.
• Children develop close and trusting relationships with the staff. Children have access to various exciting resources specifically selected to inspire their curiosity. However, staff do not consistently consider children's interests to ensure they remain highly focused and concentrated.
• Staff support children in developing their social skills and are good role models. For example, staff encourage children to return their plates to the kitchen and thank the nursery chef for cooking their lunch.
• Children's good health is promoted. Children enjoy nutritious meals and snacks, which the nursery chef provides. They serve their own food, learn how to use a knife, and pour water and milk.
• Children behave well and play harmoniously together, taking turns and sharing equipment. Older children happily help the younger children, looking at books with them and helping them to access resources, for example.
• Staff communicate well with parents, informing them about their children's learning. Parents speak highly of the setting and comment on how they have a good relationship with their child's key person.
• The manager has high expectations to drive forward continuous improvements. Staff attend supervision meetings to reflect on their practice and develop their skills. The manager has a strong dedication to improving staff qualifications and supports staff to develop a deeper knowledge of teaching and learning.

What the setting must and should do next

The provider should:

• consider ways staff plan to consistently challenge and extends children's learning to improve their engagement and focus
• support staff to engage more effectively with less confident and quieter children to maximise their learning.