Kiddie Kingdom Nursery @ Havant

What is it like to attend this early years setting?

Children arrive at the setting happy and excited to begin their day. Older children demonstrate independence as they find their pegs and put their bags and coats away. Children show good independence skills as they dress in play costumes.

Children explore their environment with confidence. Younger children are encouraged to understand their senses, as they add ginger spices to play dough. Older children use the resources available to them to support their interests; they build structures and develop risk-management skills as they climb on and jump off construction blocks.

Children participate confidently with group activities. They demonstrate enthusiasm as they sing, dance and explore their physical abilities with sequenced actions they have learned. Children listen attentively during story time. They understand behaviour expectations well as they walk to the outdoor playground. Children run, skip and balance around the outdoor space and equipment, as they build on good physical development skills.

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

• Staff organise engaging activities that capture children's interests and enhance their development. For instance, children learn turn-taking skills during arts and crafts. Staff model enthusiasm and creativity during dance, music and singing activities which children thoroughly enjoy. At times, quality interactions between staff and children are not consistent which hinders children's opportunity to hear language and have their learning extended.
• The manager is passionate and reflective and shares this vision with staff. She strives to provide the best opportunities for children. Staff share the same ambition. They review adult-led activities and how the environment is set up regularly to continuously improve opportunities for children. They have good knowledge of how to support children's knowledge and skills which supports children to develop well.
• Staff regularly review what children know and can do. They use this information well to structure future planning. They also use this to identify when children may need further support. Children with special educational needs and/or disabilities have their educational needs met well. The manager is the special educational needs coordinator and works closely with family support agencies when required. Staff share information well with parents to support a continuation of learning at home.
• Children have good bonds with the staff. They seek comfort with confidence when necessary and appreciate the praise and encouragement given to them throughout their day.
• Children behave well. They demonstrate a good understanding of routines and expectations as they carry out daily tasks. At tidy-up time, children engage with high levels of enthusiasm.
• Staff feel supported, valued and respected by the manager. They are offered frequent opportunities to keep their skills and knowledge up to date during in-house training and through external courses. This gives staff confidence in their roles and enables them to enhance their own professional development.
• Parents are happy with the progress children make at the setting. They know their children enjoy their time there and appreciate being given good verbal feedback at the end of the day. They know how to access progress information shared online. Parents access a private page that gives them continuous updates about what is happening at the setting.
• Staff communicate well with one another, ensuring the daily routine runs seamlessly. However, occasionally, staff make announcements and speak over activities that are taking place. This can sometimes disrupt learning opportunities.
• Staff create an environment that supports children's communication and language development. For example, they have created a new reading area that encourages children to look at books and read them with staff.

What the setting must and should do next

The provider should:

• explore how staff communicate with each other to minimise disruptions to children's free play and focused activities
• strengthen the morning routine to allow time for high-quality interactions to take place between staff and children.