Kiddycare Little Willows

What is it like to attend this early years setting?

Staff are passionate about what they want children to learn. They plan activities to support children in their learning, and they celebrate children's achievements. When children correctly identify shapes for the first time, staff praise them and motivate them to learn and name further shapes. Leaders and staff place high importance on communication and language development. Staff create a language-rich environment by supporting children with visual aids, such as pictures and Makaton signs. They respond to children's communication attempts and gestures by modelling the language they need. For example, when children point to the drink area, staff respond by asking, 'Would you like a drink?' and follow this with the Makaton sign. As a result, children make good progress in their communication and language skills.

Staff value relationships with parents and carers. Leaders are passionate about families feeling part of the nursery community. Before children start at the nursery, staff gather information about their home life. They use this information to provide a flexible settling-in process for children. Staff understand that supporting children to settle at their own pace supports happiness. As a result, children are happy to attend and build strong bonds with their key person. Staff keep parents up to date with daily feedback and regular meetings. Parents comment on how they appreciate the care and support the leaders and staff offer.

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

• Leaders and staff have a clear curriculum intent that focuses on the unique child. Teaching supports children's emotional security and the development of their character. As a result, children are gaining a good understanding of what makes them unique. For example, children recognise that they have different coloured eyes from their friends.
• Staff know what it is that they want children to learn. They use regular assessments and information from parents to plan opportunities for children. For example, staff work with younger children on supporting friendships. Through ball games, children learn how to play cooperatively in a group. Consequently, children make good progress towards their next steps.
• Leaders have a clear and ambitious vision for providing high-quality inclusive care. They identify and support children with special educational needs and/or disabilities. Leaders and staff are proactive to ensure that long wait times for additional services do not impact children. For example, staff implement speech strategies for children who are waiting for assessment.
• Overall, the curriculum supports children to build positive attitudes to learning. Children show high levels of curiosity and concentration when creating models at the play dough table. However, at times, the routine can interrupt children's play.
• As a result, children do not always have the opportunity to play without interruption and deepen their learning.
• Staff support children to learn the skills they need for the next stages of their education, such as developing their social skills and fine motor skills. For example, during a water activity, staff help children learn how to squeeze pipettes. Staff encourage children to practise what they have learned and show their friends how to use pipettes.
• Staff promote healthy eating for children. They encourage children to cut their fruit and pour their drinks. Staff support children to try new fruit by describing the colours, textures and tastes. This promotes independence and helps children to make healthy choices.
• Children learn to respect and celebrate each other's differences. They develop an understanding of cultures beyond their immediate family experience. Leaders and staff understand the importance of supporting children's home language and celebrate diversity. As a result, children who speak English as an additional language feel safe and secure.
• Staff promote outside play and provide opportunities for physical development. Children develop their coordination and balance as they enjoy using ride-on toys. Leaders are keen to develop outside play opportunities by creating a forest school area to provide children with further opportunities to strengthen their physical skills.
• Leaders are supportive of staff and support their well-being. They offer regular supervision and discuss any training needs staff may have. For example, staff have the opportunity to complete special educational needs training. This supports staff to widen their knowledge on how to support children with additional needs. Staff say that they feel happy and supported in their role.
• Leaders and staff use additional early years pupil premium funding to offer support to children who receive it. Staff identify what children need to learn and provide support for children to progress. For example, staff provide fine motor activities for children who need support with one-handed tools, such as using scissors.

What the setting must and should do next

The provider should:

• support staff to consistently recognise when to allow children to continue in their play without interruption.