Kenwood Day Nursery Ltd

What is it like to attend this early years setting?

The leadership team has successfully delivered its vision for the nursery to put children at the heart of all decisions and to be an extension of family. Leaders provide an ambitious curriculum that enriches children's experiences. Children start their journey in the baby room. They spend quality time with their key person, who supports them to feel safe and happy. Children make deep connections with their special person and begin to develop a good understanding of routines, which helps them settle in quickly.

Babies benefit from a spacious learning environment where they have plenty of space to practise and develop their physical skills. For example, they explore the rooms freely, learn to walk, climb confidently and spend time on their tummies. Children lift and handle large soft-play blocks and giggle with excitement as they explore a tray of sensory materials. They are closely supervised by sensitive, caring staff. Older children enjoy role play in the hospital. They apply bandages, look at X-rays and talk about who helps them if they get hurt. Children behave well. The curriculum has a clear focus on providing opportunities for children to build emotional literacy. Children demonstrate their understanding of the nursery rules of kindness, sharing and listening to each other. Older children explain that a 'high five' is a kind way to use your hands.

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

• Books are a prominent feature in the nursery. Staff read stories to children throughout the day with enthusiasm and expression. Children join in with adult-led storytelling. They enjoy hearing their names as the central characters and deciding where their adventure might take place. Children suggest 'an island' and 'a ship'. This activity ignites children's imagination and provides opportunities to refine their communication skills in different contexts.
• Staff understand the importance of planning to support children's development and emerging interests. For example, staff in the baby room have identified the ability to climb steps safely as crucial learning. This skill is important because it supports children to move around the building safely in the future. This is working well. However, at times, some staff do not plan learning experiences that are precise enough to support all children to extend their learning. For example, staff do not always identify specific vocabulary for older children to learn and use to further enhance and challenge their existing communication skills. As a result, on these occasions, planned experiences do not always build thoroughly on what children already know and can do.
• Children feel secure in the familiar routines and understand the behaviour expectations from staff. Children are highly engaged in small-group activities, such as sharing stories, singing and role play. However, larger group times last too long in relation to children's age and stage of development. Staff do not always provide children with a clear structure for these sessions. As a result, some children lose interest and become less focused.
• Leaders are proactive in helping children to prepare for their transitions to school. For example, they have reached out to local primary schools to develop working relationships and have plans for children to visit. Staff read stories to children about starting school. This sparks discussions about how they might travel. Children explain they will go by bus or bicycle. As a result, children are excited and emotionally equipped for the next stage of their education.
• Staff take positive steps to promote children's good health. They provide healthy meals with fresh ingredients, and children have access to water. Staff support children to learn more about the foods they eat and the nutrients they contain. For example, children name the vegetables in their lunch and explain how they are good for their hair, brain and bones. Children get plenty of fresh air and take part in physical activity from a young age, such as baby yoga and outdoor games.
• Parents are generally very happy with the care and education offered by the nursery. They praise the staff and say they are 'like family'. Staff communicate well with parents when there are concerns about the health or emotional well-being of children. They liaise with external agencies to get advice. This strengthens the partnership between parents and staff and helps to ensure children get the support they need.
• Leaders take positive steps to maintain the consistency and quality of staffing in the nursery. For example, they employ regular agency staff who know the children very well. Agency staff are included in staff training, which means they have secure safeguarding knowledge and a clear understanding of their roles and responsibilities. As a result, children's emotional well-being and safety are prioritised.

What the setting must and should do next

The provider should:

• improve arrangements for group times to support the individual needs of all children and help them to maintain their focus and engagement
• enhance planning to identify specific learning intentions for older children, providing further challenge and building sequentially on what they already know and can do.