Katey's House Nursery

What is it like to attend this early years setting?

Staff at this nursery know children well, understanding their individual strengths, interests and developmental needs. They design an ambitious curriculum that prepares children for their future education and lives. As part of the curriculum, staff implement the 'Little Wandle' programme to support children's early literacy skills and extend their vocabulary. This is beneficial, especially for children with limited speech and who speak English as an additional language. As a result, children become confident communicators. They express themselves using words and gestures to share their views and experiences. For instance, older children describe to staff how they feel in various scenarios.

Staff promote children's good health. They regularly change children's nappies and encourage them to drink water. Staff follow well-established handwashing routines to minimise the spread of infectious illnesses. This teaches children how to lead a healthy lifestyle. Children show care and affection towards their peers. For instance, they comfort one another when feeling sad or upset. Staff build close relationships with children to help them feel safe and secure. They motivate children to play and praise them. In the baby room, for example, they celebrate young children's achievements as they practise crawling or taking their first steps. This positive reinforcement makes children happy and encourages their development.

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

• Managers continue to provide children with high-quality care and education. They have a clear vision for their curriculum, which is well understood by staff. Managers recognise the importance of supporting children's emotional well-being, particularly during periods of transition. They collaborate with staff to ensure that children receive the necessary support, such as when they move between different areas of the nursery. This gives children confidence and a sense of belonging.
• Managers involve parents and their local early years advisor in evaluating their practices. Since taking on their roles, they have made several positive changes for the children. For example, they now offer a wider range of outings to enrich children's learning experiences. In response to parental feedback, managers have also increased the number of cultural and religious events held at the nursery. This enables parents and children to socialise, form friendships and learn about similarities and differences between people.
• Staff work closely with parents, which has a positive impact on children's learning and development. They suggest activities for parents to do at home, such as promoting healthy eating habits and potty training. As a result, children receive a consistent approach to their learning and development. Parents are happy with the service they receive and describe staff as 'nurturing'. They have observed progress in their children, such as in their language and independence skills.
• Overall, staff promote children's positive behaviour. However, they do not always explain to children why some rules and boundaries are important. For example, while staff prevent children from rocking their chairs, they do not always explain how this behaviour can impact them and those around them. This does not fully support children's understanding of why rules and boundaries are in place.
• Staff teach children how to care for pets by encouraging them to look after the nursery's pet rabbit. They provide children with guidance on giving the rabbit food and water to keep it healthy. Children are calm around the rabbit and experience a sense of achievement when caring for living things. These learning opportunities help enhance children's knowledge and understanding of the world.
• Managers support the well-being and professional development of their staff effectively. Staff agree that they receive strong support. After attending training, they have reinforced their understanding of how to cater to children's dietary needs. This helps staff to prevent food accidents in the nursery and it promotes children's good health. Some staff are pursuing higher qualifications in early years education to enhance their teaching practices.
• Staff maintain high expectations for children's learning. They actively assess each child's progress and make timely referrals when necessary. This approach ensures that children receive the support they need to make good progress. This is particularly beneficial for vulnerable children and those with special educational needs and/or disabilities.

What the setting must and should do next

The provider should:

• give children clear explanations to help them recognise the impact of their actions, learn from these and follow behaviour boundaries.