Kid Ease Swingfield House

What is it like to attend this early years setting?

Children are extremely happy and confident at the safe and nurturing setting. They freely explore the environment that has been exceptionally well planned to support their independence in learning. For example, very young children are highly independent in their self-care. At mealtimes, children instinctively know the routine as they wash their hands and take a seat at the table. They display impeccable manners as they thank staff for their food, waiting patiently for their turn to self-serve their lunch. Children make excellent progress in their personal development.

Children make fantastic progress from their starting points. Staff have very high expectations for all children, including those with special educational needs and or disabilities (SEND). For instance, staff swiftly implement personalised interventions through focused teaching to enable all children equal access to the curriculum. This ensures that gaps are closed quickly, and children make continued progress across all areas of the early years foundation stage. Children are more than ready for their next stage of learning.

Children demonstrate exceptional levels of maturity across the setting. They share and take turns without incident. Staff provide rich learning experiences that foster children's confidence and resilience. For instance, children safely use real tools to whittle sticks in the garden. They are encouraged to take risks by trying new things that successfully challenge their thinking. Children consistently try hard and are deeply engaged in their learning.

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

• Staff know their children exceptionally well. They plan a particularly effective curriculum that is built around children's current interests and their ethos of 'forest schooling'. Children's knowledge and learning is successfully embedded and builds on what they already know and can do. For instance, children take great pride in the planting area of the garden. They confidently talk about the variety of seeds that they have planted and how they look after them every day. They excitedly share with each other what they are going to eat when they have grown. Children consistently learn new vocabulary that prepares them well for future learning.
• Staff are highly effective at supporting children to understand their emotions by giving them the tools they need to succeed. For example, on occasions when children become upset, staff are extremely responsive and compassionate in their interactions. Together, they explore feelings and help children to label their emotions before being encouraged to return to their play. Children are developing excellent emotional health that impacts positively on the growth of their character.
• Children behave remarkably well across the setting. The atmosphere is extremely calm and relaxing. Staff and children show high levels of trust and respect for each other. For instance, at mealtimes children confidently eat from china plates, drink from glasses, and use real cutlery. They share and take turns serving their own food successfully. Staff use the opportunity to hold meaningful conversations with the children that build further on the already excellent relationships they have built.
• Children develop an excellent understanding about their physical health and learn how to keep themselves safe. For example, children freely explore the outside space, where they take risks as they climb on large tractor tyres. Children independently collect their sun hats and regularly drink water to keep themselves hydrated as they play. They develop excellent independence in self-care that prepares them well for their next stage of development.
• The manager and staff work extremely well with parents, it is a real strength of the setting. For instance, the manager created 'parent steering groups'. They meet regularly throughout the year to collect parent's views and feedback about all areas of their services and provision. This information is then used for self-evaluation and continuous improvement at the setting. Parents share how they feel highly involved in their children's nursery and their views and opinions are truly valued by the staff team.
• The leadership and management at the setting are outstanding. The manager has developed a highly focused, professional team of staff. For instance, staff regularly receive highly effective training. The provider encourages and supports staff to further develop their knowledge and skills through teacher training programmes. This has a tremendously positive impact on the quality of teaching and outcomes for all children that attend the setting.
• The manager and her team have a secure understanding of the needs of children with SEND and work collaboratively with other professionals. For example, the manager swiftly applies for additional funding, so children receive highly focused support. As a result, children with SEND make incredible progress and are more than ready to move on to their next stage of learning.