KiddieCare Nursery

What is it like to attend this early years setting?

Children separate quickly from their parent, as they are eager to start their day in nursery. Parents hand over information to staff as they say goodbye to their child. All children are encouraged to find their name peg and to hang up coats and bags before greeting staff and other children.

Staff have high expectations for all children, and they report children have responded well to newly established routines. Children stop and listen as they are given five-minutes' notice for changes in activities. Children join in with tidying up as they sing the tidy-up song. Children offer reminders to their peers if they are not following the given directions. Children's behaviour is good, as they are aware of what they need to do to get ready for what is going to happen next.

Children sit with minimal staff support, and they are eager to join in with group activities. They take turns to discuss the weather, talking about needing coats, hats and gloves to keep warm. During familiar stories, they recall the sequence of events and laugh as they share the parts they like best.

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

• Children's current interests include construction, as there is a large building site next to the setting. Staff extended children's interest effectively by moving the construction area to where children can clearly see the work taking place. Blocks are delivered by truck to children as they attempt to build towers, with children playing together and negotiating the use of the shared space.
• Staff actively support children to develop their independence by introducing daily routine tasks. Children wash their hands and prepare for snacks and meals with minimum support from staff. Children select their lunch box and choose where they are going to sit to eat. Meals are social events where children discuss what they have to eat, saying, 'strawberries are my favourite' and 'I have cheese, as it makes my bones and teeth strong.'
• Children have enjoyed learning about animals. They participated in an activity to identify animals by key features. For example, when asked which animal has four legs and a stripy coat, older children confidently named a tiger. On occasion, staff do not differentiate activities to support younger learners.
• Due to construction work, the outdoor play space has been relocated. Staff give clear instructions to children for walking safely across the carpark. Children wait at the door for staff to give permission to start. Older children are mindful of younger peers. They walk slowly, encouraging each other to be safe and stay together.
• Children and families are encouraged to take home packs containing favourite songs and stories. For families who speak English as an additional language, packs have links to online resources in a variety of languages. Staff also request and use key words and phrases in children's home language, which supports all children to become confident communicators.
• Practice has been developed to ensure early identification of children requiring additional support. Staff work in partnership with parents to devise individual learning goals. Partnership working with the local authority ensures that staff and families have clear shared strategies to support each child to make good progress.
• Parents happily discuss how their child has developed since attending the nursery. Many parents have returned with younger brothers and sisters, as they have felt that staff 'go over and above' for them and their child. Parents share how staff have reminded and helped them to apply for school places or given advice 'from one parent to another' regarding bedtime routines or tips with toilet training at home.
• The leadership team is committed to developing staff practice. The team provides team meetings, one-to-one supervision and regular training for all staff. Leaders and managers act as role models to support individual team members to develop skills and confidence.

What the setting must and should do next

The provider should:

• enhance and differentiate activities to ensure young children are suitably engaged and challenged.