Kiddie Kingdom Day Nursery

What is it like to attend this early years setting?

Children arrive with excitement as staff greet them with a friendly welcome. Children appear to feel safe and confident as they settle into their surroundings. They joyfully engage in conversations with staff about family holidays and talk about the theme parks they have visited. Babies seek out staff for comfort and reassurance. Staff sit with them and read stories as they help babies to become familiar with the environment. Children build strong relationships with staff who know them well.

Staff provide children with clear boundaries and expectations for their behaviour. Children demonstrate a good understanding of this. For example, they share with ease and talk about the importance of taking turns with toys. Children follow the rules effortlessly and consistently behave well.

Leaders develop a curriculum that prepares children for what they need to know next. For example, babies engage in immersive sensory experiences. Staff encourage them to explore their senses as they play in trays with different textures. Babies giggle gleefully as staff show them how to move toy vehicles through foam and water. Babies are absorbed and interested in their activities.

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

• Staff have a clear understanding of the intended curriculum. They know children well and plan exciting and purposeful learning for them. For example, when children are interested in construction, staff prepare resources with toy diggers and different materials. They build on this activity to encourage younger children to learn how to play cooperatively with one another. They explore how to help each other scoop and pour different materials. Children gain a range of skills from well-planned activities.
• Leaders are passionate about providing all children with full access to their early education. Where children have special educational needs and/or disabilities (SEND), leaders plan individualised provisions to target each child's needs. For example, they use a dedicated sensory room at the nursery to enhance children's experiences. Furthermore, staff work closely with professionals, such as speech and language therapists. Together, they implement a shared approach to children's care and education. Through this, children's progress is supported well.
• Children demonstrate the knowledge they have gained from effective teaching. For example, staff promote children's curiosity by positioning guttering at different angles in the garden. Children experiment with objects and roll them down the slopes. Staff teach children about trajectory and talk about how moving the guttering will change where the objects end up. Children are inspired as they learn about different concepts.
• Children benefit from activities that help them build good physical skills. For example, staff encourage them to use large motor movements as they throw balls in the garden area. Staff also plan activities such as dance and yoga. Children engage enthusiastically as they learn how to balance and control their bodies.
• Overall, children's personal development is supported well. They learn about their emotions, and staff talk to children about how to regulate their feelings. However, the curriculum does not fully promote children's awareness of how to access the internet safely. This means that children do not always understand what to do if they identify any risks online.
• Leaders provide staff with comprehensive training. Staff speak positively about their professional development. They discuss how they have regular supervision sessions with managers. Staff also provide positive views of how their well-being is continually supported. Staff feel valued and knowledgeable in their roles.
• Parents provide highly complimentary views of the setting. They explain that they regularly receive information about their child's progress. Staff also invite parents to look at their children's work and discuss how they can extend learning at home. Partnerships with parents are embedded and effective at supporting children's education.

What the setting must and should do next

The provider should:

• embed online safety into the curriculum so that children learn how to keep themselves safe online.