Kiddie Cats Ltd

What is it like to attend this early years setting?

Children enter the setting enthusiastic and ready to learn. They are keen to be involved in the activities and motivated to develop new skills. Staff are very clear on children's next steps in their learning and what the focus is for each child. They know the children well, and this knowledge also extends beyond their key children. Staff understand sequencing in learning and that children need to be allowed time to repeat and practise skills in different ways.

Staff support children's emotional security and sense of well-being. Staff act as good role models for the children and encourage them to learn good manners and say 'please' and 'thank you'. Children are supported to manage their emotions and to develop an awareness of others and their feelings. Staff teach children about right from wrong and involve them in developing the setting rules. These are displayed on the wall and act as a reminder to the children. This helps them to learn about the expectations of behaviour in the setting.

Since the last inspection, the provider has addressed all of the actions raised to improve the quality of provision.

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

• In the main, staff model language well and regularly introduce children to new words and their meaning, helping them to extend their vocabulary. Staff working with babies respond well to them, repeating sounds back to them and valuing their efforts to talk. Staff talk to the children and ask them questions to make them think, but they do not always build in sufficient thinking time and to allow children to process information before moving on. Staff do not always take the time to rephrase a question if children do not respond.
• Children who are ready are introduced to early phonics. However, not all staff are consistent in their approach to using pure sounds and add additional sounds, for example saying 'lu' instead of 'llll'. This leads to confusion for children as they use both and are unsure of which they should be using.
• Staff confidently talk about their key children and what they are working on with each child and the progress they are making. Staff differentiate for the children's different abilities to ensure all children are appropriately challenged in their learning, particularly during group activities. This demonstrates that they know the children and their capabilities well.
• Strong support is in place for children with special educational needs and/or disabilities (SEND). Partnership working is effective and parents, professionals and the setting all work well together to ensure children are well supported. Individual plans are followed to enable children to make the best progress. Funding is used to good effect to benefit the children's development and to effectively meet their needs.
• The curriculum provides lots of opportunities for children to develop and hone their physical skills. Obstacle courses help children to develop core strength and coordination as they balance on stepping stones and bucket stilts. They show high levels of concentration and determination as they try their best not to lose their focus. Staff plan lots of activities for children to use their hands and manipulate objects as they squeeze, roll and flatten different materials. They use tools well and serve themselves during lunchtime routines. This all helps to develop their hand strength and hand-to-eye coordination, which helps them develop the skills they need for their transitions in learning.
• Children learn about the importance of making healthy choices and enjoy fruit snacks. They learn about the importance of oral hygiene and good hygiene through their daily routines. They are supported by staff to be independent in these practices ready for school.
• Parents praise the setting and talk about the skills their children have gained and the good progress they are making since they started, across all areas of their learning and development.
• Good systems are in place to monitor practice, and regular supervisions and peer observations help staff to further reflect on their skills and knowledge going forward. This also helps to form a basis for conversations about any future training needs for staff.

What the setting must and should do next

The provider should:

• support all staff to use a consistent approach when introducing children to letter sounds
• ensure staff allow children sufficient thinking time and to process information, when asking them questions to further promote their communication and language.