Kamelia Kids Day Nursery and Beach School

What is it like to attend this early years setting?

Staff provide a warm welcome to children and their families as they arrive. They respond to children with kindness and care, recognising their unique needs. For instance, staff use conversations with parents to help children settle and transition through the nursery smoothly. Children benefit from trusting and respectful relationships with staff. For example, babies and younger children go to nurturing staff for reassurance and cuddles, when needed. Older children seek out familiar staff to invite them into their play and to share stories. Staff sensitively help children who need extra support managing their feelings, talking to them about how they feel. This supports children's emotional well-being and helps them to feel safe and secure.

Staff plan an ambitious and well sequenced curriculum. They provide many exciting activities to develop children's physical skills. For example, babies show great determination as they climb and slide on play equipment, developing their core strength. Older children use good control and precision as they place pegs into boards, creating patterns and pictures. Staff promptly identify children who may need extra support. They successfully adapt activities to help all children, including those with special educational needs and/or disabilities (SEND) get the most from their time at nursery. This helps children grow in confidence as they master new skills and make good progress over time.

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

• Leaders are committed to evaluating the quality of the provision. For instance, they have created a development plan to help work towards further improvements. Staff receive regular supervision sessions, where they discuss their well-being and professional development. On the day of the inspection, there was a breach in relation to the supervision of children. This did not affect the safety or well-being of any child due to the prompt and effective action taken by leaders. As a result, this did not have any impact on the inspection outcome.
• Staff have a good understanding of the curriculum and what they want children to learn next. They plan group activities to help children build on previous learning. For example, older children delight in making 'potions' using the herbs that they have picked in the sensory garden. They learn new words, such as lavender and mint. However, on occasion, some group activities for younger children are not as well organised. For instance, staff do not always recognise when children become unsettled and restless. This means, during these times, children become disengaged in their learning.
• Leaders and staff are highly ambitious in supporting children with SEND. They make timely referrals and work closely with parents and other professionals.
• Staff sensitively adapt the provision and use additional funding wisely. For example, they purchase specific resources and training, tailored to meet children's individual needs. This contributes to the good progress children with SEND make, alongside their friends.
• Staff support children to develop their self-confidence and independence skills from an early age. For example, babies learn to feed themselves with a spoon at mealtimes. Older children take pride in carrying out small tasks, such as pouring their own drinks and scraping their plates when they have finished eating. Staff encourage children to take part in group activities, such as talent shows. Children patiently wait their turn to sing their favourite songs to their friends. This helps to develop children's self-confidence and social skills.
• Staff help children to understand behaviour expectations from a young age. For example, they shake a tambourine to let children know that it is tidy up time, in preparation for the next part of their day. Even the youngest of children quickly respond and know what is expected of them. Staff are positive role models and encourage children to be kind, polite and considerate towards their friends. For instance, children learn how to use sand timers to share and take turns with resources. This helps children to develop respectful friendships.
• Leaders and staff form excellent relationships with parents. They know children and their families extremely well. Staff seek information from parents about languages spoken at home and their cultural heritage. They have daily conversations with parents and share children's progress and next steps in learning. Staff share ideas and resources to continue children's learning at home. For instance, they provide activity ideas and resources to continue to support children's communication and language development.

What the setting must and should do next

The provider should:

• strengthen the organisation of group times to help younger children fully benefit from the intended learning.