K.W. Nursery Ltd. (King William Nursery)

What is it like to attend this early years setting?

Children feel calm and settled as they arrive. They separate from parents well and show high levels of curiosity as they explore the activities available to them. They immerse themselves in their play, showing they feel secure and confident. Children have developed strong bonds with the staff. They greet them with excitement and cuddles, and they check in regularly for reassurance. Staff support children's emotional well-being effectively.

Children display a secure understanding of the routine, as a result of staff's high expectations. They respond positively to staff and know to wash their hands before snack time. Staff teach children how to wait patiently for their turn and provide gentle reminders where needed, such as to use 'walking feet'. This promotes positive behaviour and helps children learn right from wrong.

Children thrive in the outdoor space. Staff provide plenty of opportunities for children to engage in different learning experiences. For example, children use ride-along bicycles to develop their physical strength and coordination. Children show high levels of focus as they engage in role-play activities. For example, children pretend to make birthday cakes in the mud kitchen. This helps children to develop their imagination.

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

• The curriculum is well planned and builds on what children already know. Staff have meetings with the 'children's council' so they can share ideas and contribute towards their learning. As a result, children are developing positive attitudes towards their learning. Staff know the children very well and use additional funding appropriately to help children make good progress.
• Staff have a focus to develop children's communication and language. However, in their discussions with children, such as during imaginary play and snack time, staff are not fully effective in implementing this focus. For example, they do not consider how to make the best use of questioning to give children broader opportunities to use new vocabulary and extend their ideas.
• Staff provide plenty of opportunities for children to develop their early writing skills. For example, children enjoy engaging in mark-making activities, using pencils as they pretend to write letters. Staff support children to develop their smaller hand muscles as they practise making their own play dough.
• Staff help children to develop their independence skills. For example, at snack time, children practise their fine motor skills as they use knives safely to cut vegetables. They show high levels of concentration as they use knives with control. However, due to the organisation of snack time, younger children spend longer periods waiting for support from staff. This means that they do not benefit equally from opportunities to practise these new skills.
• The special educational needs coordinator (SENCo) works very closely with parents to ensure children receive the support they need. She completes referrals in a timely manner and has developed good partnerships with external agencies, such as early help. This helps to meet the ongoing needs of children with special educational needs and/or disabilities (SEND), helping them to make good progress in their development.
• Parents are thankful for the support they receive and speak highly of the staff and leaders. They comment on the 'wonderful care' and the 'dedicated team'. Parents feel as though their children have made 'exceptional progress' since attending the setting. Staff regularly invite parents into the setting to learn how to further support their children at home. Staff also offer home visits to maintain their good relationships with parents.
• Managers and leaders are highly knowledgeable. They recognise when specific areas require improvement and work closely with the staff team to identify ways to enhance children's learning. For example, they have recently made changes in the environment, enhancing the space available to children to accommodate their interests. As a result, staff work well together and feel well supported by the management team.

What the setting must and should do next

The provider should:

• use questioning more effectively to help extend children's communication, language and vocabulary
• review the organisation of daily routines to reduce waiting times and ensure younger children are consistently engaged in learning.