Just4kids Day Nursery & Pre-School

What is it like to attend this early years setting?

Children are happy and settled at this nurturing setting. Staff are sensitive and alert to their needs. For instance, they quickly notice and respond when babies need a reassuring cuddle, or toddlers need encouragement to join a new activity. This helps children to feel safe and build affectionate bonds with staff. They learn and play in a supportive environment. Staff praise positive behavioural choices, such as sharing, so that children are eager to do well.

Leaders and staff want all children to achieve highly. They monitor their progress closely and ensure that they receive targeted support with their learning where needed. Additional funding is used effectively, to further enhance children's learning experiences. This helps all children, including children with special educational needs and/or disabilities (SEND) to make good progress. For example, children benefit from a soothing 'sensory room, which supports them to develop their concentration skills.

Staff take account of children's interests and fascinations to help them plan the curriculum. For instance, they use children's enjoyment of favourite books as the inspiration for many of the stimulating learning experiences. This sparks children's curiosity and draws them to the activities. They focus well and thoroughly enjoy their learning.

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

• Leaders and staff provide a broad curriculum, to foster children's skills and knowledge in all areas of learning. Staff know the children well and plan effectively to support their next steps in learning. This sets children up for future success. For example, staff help children to progressively manage their own personal care, such as eating, dressing and using the toilet independently, in readiness for starting school.
• Communication and language are a high priority and, overall, staff support children's learning in this area well. Staff are skilled at providing varied communication methods. For instance, they use clearly spoken basic words alongside 'Makaton' sign language, for children who are developing their speech or learning English. This helps all children, including those with SEND, to express themselves and understand what is expected. However, at times, staff are less consistent in supporting children to extend on their vocabularies and build their speaking skills even further.
• Children benefit from consistent rules and routines in the setting. They show that they understand the expectations for behaviour. For example, toddlers help to sweep up sand after play and older children remind each other to share. Staff help children to recognise and talk about their feelings and emotions. This helps them begin to regulate their behaviour.
• In general, staff promote healthy lifestyles for children effectively. For instance, they teach children about good hygiene and supervise them as they wash their hands before eating. However, staff do not always plan well enough to help children understand the benefits of making healthy food choices.
• Staff provide a welcoming and inclusive environment. They teach children about other communities and ways of life, such as by taking them on local outings and celebrating a range of cultural and religious events. Staff ensure that the activities are meaningful to children and reflect their diverse backgrounds and experiences. For example, they introduce children to food, music and art from around the world. This helps children to develop a positive appreciation of their similarities and differences.
• Parents say that their children love attending the setting and have caring bonds with the staff. They appreciate the regular exchange of information about children, which provides a consistent approach to their care and learning. Parents appreciate staff's advice on issues, such as children's behaviour and toileting. They say that their children make good progress, particularly with learning English and developing their social skills.
• Leaders evaluate the provision well and have clear plans to develop their practice further. They ensure that staff receive good support for their personal well-being and professional development. Staff describe strong teamwork and speak enthusiastically about their professional goals, such as improving their childcare qualifications and learning more about children with SEND. They describe how mandatory training helps them to protect children from harm.

What the setting must and should do next

The provider should:

• support staff to extend children's speech, vocabulary and language skills even further
• develop the curriculum relating to healthy lifestyles, to help children understand the importance of making healthy food choices.