Kids 1st - Durham

What is it like to attend this early years setting?

Children thrive in this warm, nurturing and exciting setting. They are warmly greeted by caring, supportive staff. Staff are very attentive and responsive, especially to new children and those that need help to settle into their day. They provide cuddles, reassurance and consistent routines. This helps children to settle, feel secure and promotes their emotional well-being. Children's behaviour is good. Staff have high expectations for the children and praise them for their efforts. Children play well together and show kindness to one another.

The curriculum is ambitious, inviting and tailored to children's individual interests. Staff work with parents to find out what children already know and can do when they first start at the setting. Children benefit from the extensive outdoor area and engage in meaningful learning. Staff set resources to encourage children to be physically active in a range of ways. For instance, children play cooperatively as they demonstrate their understanding of road safety. Children each have roles and describe how they must 'stop, look and listen' before crossing the zebra crossing. Older children ride on wheeled vehicles and younger children climb wooden apparatus with great skill and agility. This helps to develop their gross motor skills, balance and coordination.

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

• Children show growing independence in their self-care. They manage personal hygiene, put on hats and serve themselves food. Staff encourage these routines, helping children develop responsibility and confidence. For instance, older children listen well in group times and follow instructions. Younger children know and understand when it is time for a sleep or to have their nappies changed.
• Children have many opportunities to learn about their community. Visitors from the police, fire brigade and midwives come and speak to children. Children visit the local care home and spend time with elderly residents. Staff support children to learn about nature and the environment. They spend time litter picking and learn about the importance of recycling. This helps children to learn about the wider world around them.
• Opportunities for language development are good. Staff in the baby room sing as children are playing. The setting encourages children to develop a love of books. Toddlers enjoy looking at the book 'Dear Zoo' and making animal noises. The baby rooms have cosy spaces for staff and children to snuggle up and share their favourite board books. Toddlers and pre-school children have 'book nooks', where they can select their story of the week, or their favourite books to share with staff and their friends. This helps to develop children's listening and speaking skills.
• Staff know the children well and plan activities to support their learning. They plan activities to build on children's existing knowledge and skills. This ensures that children make good progress from their initial starting points. However, at times, day-to-day planning focuses too much on the activity and not enough on what individual children are intended to learn. This prevents children from making the best possible progress.
• Partnerships with parents are very strong. Parents feel well informed about their children's daily activities and appreciate the care and attention staff provide. Staff give parents suggestions of activities to carry out at home. Parents comment that the leadership team are 'particularly impressive' and that the staff team are 'extremely approachable and dedicated'.
• Staff ensure the progress check at age two is completed in a timely way. A summary of children's development is recorded and any delays in development are identified at this stage. Staff share these with parents. However, at times, staff's written checks do not make it fully clear what activities and strategies they intend to provide to support children's next steps in their learning.
• Continued professional development is a priority. Staff are highly qualified and continue to strive to extend their knowledge through training. The leadership team are very reflective and are passionate about providing the best service to children and families. Leaders demonstrate a strong commitment to creating a supportive and inclusive environment. Staff well-being is paramount. Open communication and positive relationships among staff contribute to high morale and effective teamwork.

What the setting must and should do next

The provider should:

• embed and monitor children's next steps within day-to-day planning, to help support children to make rapid progress
• make clear in the written progress check for children aged two, what staff intend to do to support children's next steps in their learning.