Kidorable Pre School And Childcare Services

What is it like to attend this early years setting?

Children respond to the setting's warm, welcoming environment. They settle quickly, building secure relationships with staff. This aids children in becoming confident learners, helping to ensure that they are ready for the next stage in their learning. Children reflect the high expectations of staff and respond positively to new experiences. For example, babies confidently explore new textures of hay and woodchips as they discover their favourite hidden toy animals. Sensitive daily practices aid children in building their belief in their own abilities. For instance, children beam with pride when staff members read out their 'wow star' achievements.

Children have creative opportunities to develop their physical skills. For example, they develop control of their smaller muscles as they use pipettes to drop water onto newly-planted seeds. Staff talk with children about the importance of healthy practices, such as good oral hygiene. Staff are sensitive to possible effects of the COVID-19 lockdowns. They offer children additional activities that aid them in understanding emotions and the effects of their behaviour. Children reflect staff's caring attitudes, showing care and concern for others. For example, older children organise fair turns on the slide, checking that children do not bump their heads as they climb and are safely clear before the next child uses the slide.

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

• Staff respond to senior managers' positive attitudes and reflect their commitment to continuously improving the setting. Practical changes to the supervision process mean that all staff receive regular supervision that successfully supports them in developing their practice.
• Staff understand what children are learning and confidently plan what they need to learn next, ensuring that all children make good progress. Staff are clear about the intention of activities. They creatively include children's interests so that their attention is quickly captured. Senior managers support staff in identifying where children need extra support, helping to ensure that no child falls behind in their learning. They use additional funding effectively to further promote children's development.
• Staff support children well in developing their language and communication skills. They introduce new vocabulary and offer children opportunities to use this. For example, young children talk about 'pilots' and 'co-pilots' when making a role-play aeroplane. Older children's involvement in discussions supports them in understanding the rhythm of conversations. For instance, they ask staff members 'what did you do at the weekend?' and listen carefully to the response.
• Thoughtful procedures and the good use of resources support children in gaining a realistic awareness of differences. For example, children enjoy sharing their 'all about me' books. They discuss and compare their favourite things and look at the photographs, where they note differences in family compositions and traditions.
• Children show a growing enjoyment of books and reading. Older children choose a favourite book and join in as they remember the words. They eagerly predict what will happen next.
• Staff understand the roles of other professionals and build good partnerships with them. This helps to ensure that children's needs, including those with special educational needs and/or disabilities, are understood and met and they receive consistent, well-tailored support.
• Parents speak highly of the setting. They report that staff communicate well and support them in understanding and promoting their children's development. They particularly note the 'friendly, homely environment' and the sensitive procedures for helping children to settle.
• Staff generally encourage children to extend their thinking. For example, after planting seeds, children build on their knowledge as they study and paint different vegetables. Staff extend this further as they offer children scissors to cut round their paintings. However, staff do not consistently make the best use of opportunities to encourage children to think further, explore ideas and solve problems, particularly during their spontaneous play.
• The routines for older children during periods of transition, such as lunchtime, are not always as well organised as possible. At these times, children become restless and the noise levels rise. This makes it difficult for children to listen and engage.

What the setting must and should do next

The provider should:

• support staff to consistently encourage children to think further, explore their ideas and find solutions to questions and problems as they arise during play
• review the procedures for older children at times of transition, such as lunchtime, so that they continue to have appropriate play opportunities and remain engaged.