Kiddywinks Nursery

What is it like to attend this early years setting?

Children are eager to enter the setting and demonstrate trusting and caring attachments to kind and nurturing staff. Once inside, they quickly find their friends and settle to play. Babies smile as they snuggle in with their key person, and older children confidently lead their own learning and make independent choices about their play. Staff support children's well-being effectively.

Leaders and staff demonstrate a strong commitment to continuous improvement. This has resulted in changes to the curriculum, staff development and the learning environment, all of which support the children's learning needs effectively. Children engage in a broad range of planned learning experiences that support their next steps in learning. Children make good progress from their starting points.

Children enjoy their time outdoors, and staff link children's love of familiar stories to plan enriching experiences for children's enjoyment and learning. For example, older children listen to stories outside, and they repeat well known refrains and anticipate what will happen next. They make wands using sticks and use mops as broomsticks as they pretend to fly around the garden, saying 'and whoosh off we go'. Babies hold story spoons while sitting in the fresh air and make large, sweeping movements as they develop their gross motor skills. Staff focus on the importance of developing children's communication and early literacy skills to foster a love of books and stories.

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

• Since their last inspection, leaders and staff have worked hard, with the support of the local authority, to design a bespoke curriculum that meets children's needs. Leaders are taking effective steps to ensure it is fully embedded. While the process is ongoing, some staff are still developing their understanding of how to challenge and consolidate children's learning, particularly for the youngest children.
• Staff review children's individual plans alongside advice from external agencies to ensure children with special educational needs and/or disabilities (SEND) make good progress. Staff make timely referrals to ensure that children receive the specialist support they need. All children make good progress in their learning and development.
• Children enjoy group activities, engaging eagerly in games like 'what's in the box' with staff, where they take turns guessing the hidden item. However, the group times are not always planned to minimise disruptions. For example, transitions between rooms need further consideration, as older children walking through the toddler area disrupt the younger children's group time, affecting their concentration and attention.
• Children are confident, creative communicators. Staff introduce new vocabulary to younger children and explain it clearly, helping them use their knowledge during play. Staff skilfully ask questions that support older children to become critical thinkers. However, on occasion, staff fail to respond to children's emerging interests, missing opportunities to extend learning and celebrate achievements. For example, when children use their imaginations to make up their own games.
• Children develop good independence and learn to do things for themselves. For example, toddlers put on their coats and boots to go outside. Babies learn to feed themselves and drink from open cups. Older children learn to dress themselves, take care of their own toileting needs and pour their own drinks at mealtimes.
• Staff have high expectations for children's behaviour. They set clear rules and boundaries to help promote children's positive behaviour. Staff act as good role models and help children understand why simple rules are in place. For example, staff remind children, in a gentle way, why it is important to be kind to one another.
• Staff understand that clear communication with parents is crucial to ensure consistency and support for each child's individual needs. Staff develop positive relationships with parents and work closely to share information about children's progress and next steps in learning. Parents are complimentary about the care and education their children receive. Leaders regularly reflect on the service they provide to families, for example, by carrying out parent questionnaires.
• Staff ensure that they find out about what makes children unique. Children visit local parks, shops and community spaces to learn about the community they live in. Staff support children to learn about the wider world through festivals and by celebrating cultural events.

What the setting must and should do next

The provider should:

• develop the organisation of group activities, including transitions, to better meet children's individual needs and learning outcomes
• build on existing strategies to support staff coaching and mentoring, especially for those staff working with the very youngest children
• strengthen staff response to children's emerging interests to fully extend their learning during play.