KiddieCare Nursery

What is it like to attend this early years setting?

Leaders and staff plan themed activities on books and children's interests. Children are happy to access toys and resources to explore and learn in their own way. For example, children take the construction tools into the quiet area to 'fix' the chairs. Staff use songs and books to develop children's language. They share visual cues when telling a group of children the story of 'The Hungry Caterpillar'. Children use these cues at other times of the day to independently recall parts of stories with their friends.

Leaders plan focused learning time for children, then staff give them time to explore the activity independently. This helps staff to know what each child has learned. Children are supported to make progress as staff are clear on where children are in their development.

Staff use a range of strategies to establish routines with children, especially hygiene routines. For example, children always wash their hands before mealtimes and after using the toilet. Staff use actions and a visual timer to ensure that children know what is happening next, and praise them for their 'good listening' skills. Children feel safe in the nursery as they know what is happening next, and staff make it clear to children what is expected of their behaviour in routines.

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

• Leaders and staff know the importance of building relationships with families. Leaders invite them into the nursery to events, such as a 'Mother's Day tea', and to celebrate children before they move on to school. Staff use the nursery's online app to communicate with parents to keep them up to date with their child's development and important notices, such as illness.
• Families of the nursery and staff speak a range of different languages. They work together to support the development of children's home language as well as English. Leaders ensure that resources, such as books, are accessible in different languages. Staff learn about what is important to families. This means that all children hear different languages spoken and learn about a wide range of cultures and celebration days.
• Staff talk to children about healthy lifestyles when engaged in role play. For example, they discuss what food is healthy as they pretend to make 'a healthy soup' for dinner. However, staff do not always use opportunities to involve children in learning how to look after their bodies. For example, following physical activity, staff do not take the time to discuss the impact of exercise on their bodies.
• Children have strong relationships with staff. Children are confident to express their interests and share their achievements. For example, they create different items with the play dough and staff smile and encourage them to share what they have made. Staff know the importance of children using different movements in play dough to strengthen their finger muscles. When children are developmentally ready, staff support children to hold their pencil correctly. This means that children are getting ready for the next stage in their learning journey.
• Children are developing a high interest in number. Staff use books to encourage them to recognise numbers. Staff use different methods to support counting. For example, they model counting on their fingers.
• At group times, staff teach children about the rules and boundaries of the nursery. Children are keen to look after their environment as they help staff to sweep up after play.
• Leaders and staff work with external professionals and receive training to support them in their role. Leaders encourage staff to honestly reflect on their practice and what they have learned, and have time to share their experiences with their colleagues.
• The new manager has identified where staff need further support to follow children's lead, especially children with special educational needs and/or disabilities. During some parts of the day, there is too much focus on planned activities and routine. For example, children indicate that they are ready to go into the garden, but staff ask them to wait, which can lead to children feeling frustrated.

What the setting must and should do next

The provider should:

• extend strategies to help children learn about factors that support their good health
• allow for more flexibility when implementing the curriculum so it is more responsive to children's needs.