Kiddie Kapers Neighbourhood Nursery

What is it like to attend this early years setting?

Children are happy as they play and learn. Recent improvements to the way in which the curriculum is planned are having a positive impact on the outcomes for children. They become independent learners, which helps to prepare them for moving on through their education. They eagerly explore the resources on offer and concentrate well on activities. For example, children under two years have great fun as they play alongside their friends, covering a large sheet of paper with paint. Older children benefit from a balance of freely chosen and adult-led activities. For example, they engage in role-play games, creating stories as they take on different characters. They also learn how to follow instructions as staff demonstrate how to make play dough.

Children behave well. They form strong bonds with staff and approach them readily for attention and emotional support. Babies enjoy reassuring cuddles and respond well to the warm, friendly interaction from their trusted key person. Older children confidently engage in charming conversations with staff. They talk about their experiences as they make links between activities at the nursery and their home lives. For example, when making the play dough, they note that their parents use some of the ingredients when cooking. Staff recognise this opportunity to ask relevant questions to build on what children already know to extend their learning.

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

• The leadership team and staff have worked hard to successfully introduce and implement a range of changes to improve the quality of the provision. They have made good use of the support provided by the local authority advisers and are committed to promoting ongoing improvement. Staff are motivated and work well together. This creates a positive, harmonious and efficient environment.
• Overall, the new systems for planning the curriculum and setting next steps for children's learning are having a significant impact. Staff are developing confidence in planning activities based on children's interests and individual learning needs. All staff understand how to identify learning intentions when planning activities. However, these are sometimes too complex. In addition, staff do not consistently consider noise levels and ideal group sizes. At times, activities are a little too long, and the large number of children taking part means that they need to wait. This results in some children losing interest.
• Staff place a strong focus on helping children to develop good independence. The youngest children are encouraged to put on and take off their boots and coats for outdoor play. They are also given good support and encouragement to learn to feed themselves. Older children know to wash their hands before eating and take pride in scraping off and washing up their plates after meals. Staff skilfully demonstrate tasks for children and encourage them to try for themselves. Children receive a lot of praise for their efforts and achievements, supporting their self-esteem and personal development.
• Outdoor play is very popular, and staff ensure that all children have the opportunity to play outside each day. They have provided waterproof suits for children to be able to play in all weathers. The outdoor environment is used well to promote all areas of children's learning. Staff have extended the focus on the natural world. For example, children have great fun exploring puddles and learning about the different leaves that fall in the autumn.
• There have been improvements to the key-person arrangements. Each member of staff uses effective observation to monitor the progress of the children in their key group. They set learning goals for each child, which they share with parents. This helps parents to extend their child's learning at home. During the inspection, parents expressed very positive feedback about the care provided by staff.
• The support for children with special educational needs and/or disabilities is coordinated well. Several of the staff members, including the room leaders, have completed specific training to be able to identify and meet these children's needs. Staff work effectively with parents and other relevant professionals to devise and implement individualised care and learning plans. They make good use of funding to buy additional, well-targeted resources and services for children.

What the setting must and should do next

The provider should:

• support staff to further refine their skills in planning and delivering activities to avoid setting overly complex learning intentions and to consider practical issues such as group sizes and noise levels.