Kiddi Day Kare Hyde

What is it like to attend this early years setting?

The provider has diligently addressed weaknesses raised at the previous inspection. The leadership team has put in place detailed action plans and worked closely with staff, parents and the local authority to make significant improvements to the setting. As a result, children's care and education are significantly improved. Children happily arrive at this safe and stimulating setting. The friendly and caring staff warmly greet children and their families. Children run in, hug staff and are eager to tell them what they have been doing away from the setting. Children settle quickly and display a positive attitude to learning.

Leaders and staff plan an ambitious and sequenced curriculum. This is implemented well and, as such, supports all children to make good progress. This includes children with special educational needs and/or disabilities (SEND). Staff engage in good-quality back-and-forth discussions with all children. For example, staff encourage babies to repeat single words and join in simple action rhymes. Staff introduce positional language such as 'underneath' and 'on top' while playing with toddlers. Older children are encouraged by staff to share their ideas and thinking as they build with blocks. Children are supported to gain the skills and attitudes needed to be ready for formal schooling.

Staff have built strong bonds with children and their families. Staff shower children with praise and encouragement and treat children with the utmost respect. As such, children behave well, are confident and display high levels of self-esteem.

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

• Leaders are passionate, have high expectations and strive for improvement. The mainly long-serving staff team reports that leaders prioritise their well-being. As a result, staff are happy in their work. Revised system of supervision and coaching is working well. These now include staff receiving feedback on the quality of their practice. Additionally, staff are set targets that help them consistently improve over time. Staff have access to an abundance of training opportunities that supports their continued professional development. This ensures that children benefit from good-quality care and education.
• In the main, interactions between staff and children are strong and support children's progress over time. However, staff do not always know how to respond and adapt their practice in the moment so that their interactions consistently meet children's learning preferences and build on their current skills. This means there are occasions when some children disengage too quickly. At these times, children's learning is not fully extended or their skills firmly embedded.
• Children have some opportunities to have a go and do things for themselves. For example, children wash their hands after using the toilet and pour their own drinks throughout the day. However, some routine times of the day, such as mealtimes and transitions between indoors and outside, are not managed as well. As a result, children do not always know what is expected of them. This leads to children spilling drinks, fiddling with cutlery and getting up and down from the table. Additionally, at these times, there are limited opportunities for children to practise and extend their independence, for example putting on and taking off their coats.
• Children with SEND and those in receipt of funding are well supported during their time at the setting. Early interventions are in place, and staff provide lots of tailored support for children. Leaders and staff work in partnership with both external professionals and parents to identify where children need extra support. This helps to narrow any gaps in children's learning and development. In addition, the use of additional funding, such as the early years pupil premium, is used effectively to enhance the curriculum and engage children in new experiences. All children receive the support they need to make good progress.
• Children develop strong and trusting bonds with key members of staff. From the outset, staff are keen to learn all they can about children and their families. As such, children are extremely happy and content in the care of the staff. Staff respectfully seek children's permission to attend to their personal and intimate care. This helps children develop an understanding of their own needs. Furthermore, children learn the value of respecting others. Children's behaviour and attitudes are well supported.
• The impressive newly added outdoor equipment is loved by all the children. Older children develop their large muscles as they manoeuvre wheeled toys and scale the large climbing frame. Younger children develop their small muscles as they press sand into moulds with their fingers and hands. Children's physical development is supported well.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of how to adapt their practice in the moment so that their implementation of the intended curriculum and interactions with children are of consistently high quality
• support staff to implement effective routines that encourage and support children's independence and self-help skills.