Kido Elephant Park

What is it like to attend this early years setting?

Children appear happy and well settled. Some babies quickly settle and respond well to the warm care and attention of staff. Staff gently soothe and reassure those who find it hard to separate from their parents. Children approach staff for cuddles and reassurance when they need it. Staff help children to understand the impact of their behaviour on others. Staff occasionally use teaching methods, such as visual aids, to support children to understand what is expected of them.

Staff plan enjoyable activities that encourage children to cooperate and work together. Children enjoy the 'car wash' outdoors and gleefully splash their bare feet in water. Staff encourage children to do things for themselves. Younger children show determination as they successfully put on their socks. They respond well to the praise they receive from staff. Staff interact warmly with babies as they change nappies. They work effectively with parents during toilet training. Children are supported well to develop their self-care skills.

Staff help children to develop an interest in books and children approach staff with books for shared stories. Staff encourage them to point to and name items. Babies babble happily as they play. Pre-school children are confident and express themselves well. They enjoy playing with their friends and are proud of their achievements. For example, they are keen to show off their writing to unfamiliar adults.

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

• The new provider has accurately identified key priorities, including support for children with special educational needs and/or disabilities (SEND). Targeted funding is used to help children engage in learning more effectively. Senior leaders have already started to implement action plans to strengthen the effectiveness of the service. For example, new technology has been introduced to assist communication with parents.
• Senior leaders have completed an initial audit of staff qualifications, skills and experience. They recognise the strengths and gaps in knowledge of staff working with children. Leaders provide appropriate support for staff to understand the new curriculum approach. Staff are informed about changes to policies, such as dietary handovers at mealtimes, to help protect children's health.
• Senior leaders have reviewed the assessments of children with SEND. Staff use their existing links with internal and external specialists, and local advisors for support and advice. Very occasionally, parents do not receive clear enough information about persistent gaps in their child's learning. This affects their ability to understand how their child's learning can be fully supported so that they make the best possible progress.
• At times, staff do not closely consider children's learning needs or backgrounds. For example, some children become distracted and disengaged during discussions about topics that they do not yet understand. Teaching for children with SEND is not consistently adapted well enough. Staff report that they are aware of professional development opportunities and continue to receive support to gain recognised qualifications. On-site curriculum leaders offer appropriate and timely support and advice. This helps staff to achieve a more effective quality of education.
• Staff demonstrate effective teaching, overall. For example, staff encourage toddlers to count in sequence as they mould sand. Younger children navigate slopes and steps as they play. At times, there are fewer learning opportunities outdoors, where some children learn best. Nonetheless, children develop important skills and demonstrate positive attitudes to learning.
• Staff gather information from parents about their home languages and children's interests. Some staff share their language with children from similar backgrounds. However, there are few activities or resources that reflect the diverse group of children and staff in the nursery. This does not help children to celebrate their similarities and differences or fully understand what makes them unique.
• Parents say that they are pleased with the provider's proposed changes, including the introduction of language lessons. They speak highly of the caring and approachable staff team and the support that their children receive as they settle into nursery. Parents say that children are prepared well for their moves to school.

What the setting must and should do next

The provider should:

• review communication about children's learning and progress, so that parents receive more accurate information about their child's development and how this can be further supported
• build on existing support for teaching, so that staff better understand how to plan and implement challenging activities that closely consider the individual learning needs and backgrounds of all children
• strengthen the curriculum for outdoors so that children's development is more effectively promoted across all areas of learning.