Kids 1st - Darlington

What is it like to attend this early years setting?

Children are very happy and well settled in the nursery. They form strong bonds and build close relationships with the caring and nurturing staff. Staff greet parents and children warmly. Most children enter the setting happily at the start of the day. Those children who require additional support to settle, such as children new to the nursery, receive lots of cuddles and reassurance. This helps to develop children's confidence, happiness and security. Staff provide a balanced curriculum, which has an emphasis on children's personal, social and emotional development and supports them to make good progress overall.

Staff help children to develop a love of books. Babies snuggle up to staff and listen to the story of 'Dear Zoo'. Staff encourage children to explore cocoa powder, and make animal sounds and repeat single words. Older children bring stories to life as they recreate 'swirling snowstorms'. This helps to develop children's imaginations and supports their speaking and listening skills. Staff have developed a lending library so that children can take books home to share with their parents and carers. This helps to promote children's early literacy skills. Children behave very well and staff model good manners. Children respond positively, saying 'please' and 'thank you'. They share resources and take turns with their friends. Staff use effective strategies to support children to know and understand about the behaviour that is expected of them.

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

• Parents are extremely happy with the nursery. They comment on the excellent relationships between children and their key person. Parents also speak highly of the progress their children have made and how they feel involved in their children's learning. They say that the care their children receive is 'exceptional' and that staff 'go above and beyond' to support their children.
• Children access outdoor play regularly in the well-resourced outdoor space. They explore the inviting outdoor environment with confidence and independence. Children develop physical agility as they run and balance. They use wheeled ride-on vehicles competently. Children make binoculars from cardboard tubes and go on a bug hunt. They investigate the natural environment and hunt for worms, beetles and spiders. Children squeal with delight as they find a beetle. Staff discuss how many legs insects have. This helps children to develop an understanding of the world and nature around them.
• Overall, leaders and staff create curriculum that is clear and ambitious for all children. It is designed to promote children's communication, physical development and confidence. Children experiment and freely explore their exciting learning environment. However, at times, the intent for some activities is not specifically focused on what individual children need to learn next.
• Staff teach children about healthy lifestyles. Children enjoy freshly made snacks and meals prepared by the catering team on site. Staff talk with children about the benefits of eating vegetables. Children explain that it will make them, 'Grow big and strong'. Staff promote children's oral health. For example, they provide opportunities for children to practise cleaning teeth as part of an activity. As a result, children develop an understanding of keeping healthy.
• Overall, staff encourage children to develop their independence. For example, older children learn self-care skills as they learn to go to the toilet and wash their hands independently. However, during some parts of the routine, children do not have consistent opportunities to further develop their self-care skills. For instance, staff give children their meals on plates and pour water for them.
• The leadership team is strong. Leaders prioritise staff's well-being and provide them with regular supervision meetings. Staff say they feel valued in the nursery and enjoy the opportunities to develop their skills and knowledge through regular training and development.
• Staff support mathematical skills well. For example, they work with older children outdoors to create a hopscotch. Children excitedly shout out numbers in sequence as staff write the number in each square. Additionally, staff encourage children to estimate and measure as they play. Staff support younger children to count their fingers as they sing number rhymes. This helps children to develop their early mathematical skills.
• Children's behaviour is excellent. Staff are excellent role models. Children benefit from praise and encouragement in abundance. As a result, children's behaviour is very positive.

What the setting must and should do next

The provider should:

• support staff to plan learning intentions for activities that focus more precisely on what children need to learn next
• provide more support for children to practise simple tasks for themselves and further develop their independence skills.