Happy Kids Nursery

What is it like to attend this early years setting?

Children enjoy their time at this welcoming and inclusive nursery. As children arrive, they are greeted warmly by the kind and caring staff. Staff reassure new children, who are quick to settle. Staff know the children well. They recognise each child's uniqueness. Staff plan a curriculum that supports children to continuously develop their learning. They use children's interests effectively to create fun activities and new experiences for them. Staff support children to develop good social skills. For instance, children learn about kindness and feelings. Staff help children to build positive friendships with others. Children are polite. They learn to share and take turns. They seek out others to join in their play. Staff help children to understand and develop healthy lifestyles. For example, children learn about the importance of good oral hygiene and the positive impact exercise and healthy foods have on their bodies. Children are confident and demonstrate high levels of self-esteem. For example, they are keen to speak to visitors and show them their completed work.

Staff are enthusiastic about, and committed to, providing children with the best start in life. All children make good progress from their starting points and develop positive attitudes towards their learning.

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

• Leaders have high expectations for children's development. They have devised a well-sequenced curriculum based on children's learning needs and current interests. Children's progress is monitored closely. Leaders and staff work closely with parents and outside agencies to ensure targeted plans and support is in place for those children who need additional support. Leaders ensure additional funding is used to meet individual children's specific needs.
• Staff place a strong focus on developing children's speech and language. They provide plenty of opportunities for children to learn new rhymes. Staff encourage children's interest in books and stories. Children look forward to story time. However, on occasions, children are distracted from listening to and concentrating on adult-led activities due to other activities taking place in the same vicinity simultaneously.
• Staff support children's mathematical development effectively. They teach children to recognise shapes and numbers. As children play, staff help them to use positional language, such as 'in front' and 'next to'. Children proudly demonstrate their counting skills.
• Staff interact well with children. They introduce new language as they play alongside children. For example, staff talk about the 'octopus' in the water tray. However, less-experienced staff do not always know how to extend children's learning even further.
• Leaders and staff have high expectations for children's behaviour. Staff act as good role models. They speak calmly and kindly to children and set clear behaviour expectations. Children listen, respond to instructions and behave well.
• Staff are vigilant to ensure the nursery remains a safe place for children. They work hard to ensure the environment is clean and hygienic. Children are supervised closely at all times.
• Staff support children to develop their independence. Two-year-old children help to pour their own drinks at snack time. Older children demonstrate their ability to take care of their personal needs. For example, they can use the toilet independently and know they need to wash their hands afterwards.
• Staff have established effective ways to communicate with children. Staff use visual aids and objects of reference that help support children's understanding of what is expected of them. For example, as children move between different activities and routines.
• Leaders monitor staff performance. They carry out regular peer reviews and supervisions. Staff are provided with training opportunities to further enhance their teaching practice. For example, staff have received training to help them to assess and support children's speech and language development.
• Leaders strive to continually improve the service they provide. They have identified areas for development, such as changes to the nursery's outdoor play area. While this area is temporarily out of use, leaders ensure children still continue to enjoy daily opportunities to be physically active. The nappy changing area has been adapted to accommodate the needs of children who attend.

What the setting must and should do next

The provider should:

• review the organisation of activities to enable children to listen and concentrate during adult-led activities
• provide more guidance and support for less-experienced staff on how to extend activities to further promote children's learning.