Kids 1st Ingleby Barwick

What is it like to attend this early years setting?

Children play in a loving environment. Staff relationships are warm and caring. They are quick to respond when children need help, support or a reassuring cuddle. Children clearly feel happy, secure and confident.

Children are very well behaved. Staff are positive, caring role models who help children manage their own feelings and learn to be kind. They notice when children are behaving well and compliment them. This helps boost children's self-esteem and reinforces positive behaviour and social skills.

As soon as children enter their room, they engage in the enticing activities staff prepare. Babies learn to name animals and make sounds as they explore a toy farm, and staff read books about wild animals. They explore resources that help build finger strength ready for manipulating tools and mark making. Toddlers are eager to look at books and be read to. They make marks with chalk as staff encourage them to recall a favourite book. Pre-school children recognise their own name and are keen to 'have a go' at writing it for themselves. Staff support those children interested in letters to learn the sounds they make using fun rhymes and memorable actions. Children learn the skills they need to help them move confidently in to school.

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

• Leaders and the management team are committed, well qualified and experienced. They have developed a well-sequenced curriculum with the nursery manager. They consider what they want children to learn and how they will teach them. Staff know the children very well and know their likes and dislikes. This helps staff prepare activities to build on what children already know.
• Teaching across the nursery is strong. Staff who are more experienced support those who are less experienced very well. Induction and supervision systems help to focus areas of development, such as small group times, to support children's language and physical skills. However, in group activities, some staff do not give their attention evenly to quieter children who are occasionally overlooked.
• Staff are skilled at developing children's thinking and expanding their language and vocabulary. For instance, staff challenge a group of children to build a stage out of wood and planks. Children work together and enjoy their time interacting with each other. Staff value children's conversations. They listen to them attentively and have fun interacting collectively. This builds children's confidence and self-esteem.
• Children with special educational needs and/or disabilities (SEND) are well supported. Good partnerships with parents and regular discussions with other professionals, such as speech therapists and the county SEND adviser, help to ensure that children get the support they need swiftly. For example, children who do not yet have the skills to socialise and interact with others are invited into small group, turn-taking games to help them to join in and play with others.
• Children are well supported to keep themselves safe and healthy. Staff provide balanced and nutritious meals. They routinely talk about the benefits of a healthy lifestyle, including oral health. Children enjoy regular fresh air and exercise outdoors. For instance, they thoroughly enjoy a lively activity with a giant parachute and experience yoga sessions together.
• Overall, parents share how pleased they are with the care their children receive. Parents comment that the staff are amazing, always friendly and very helpful. Staff gather useful information when children start and when they move into new rooms to help plan for children's individual learning goals. Parents access children's diaries and electronic information to help them support learning at home. However, some parents spoken to at the inspection were unaware of their children's targets and how they can help them further at home. This does not fully support continuity of learning.
• Leaders value staff and support their well-being successfully. They are keen to develop individual plans for staff to further their skills and qualifications. They discuss progress at regular supervision sessions, and staff are encouraged to access training opportunities. All staff work well as a team to support the children, including the cook and housekeeping staff.

What the setting must and should do next

The provider should:

• continue to help staff sharply focus their teaching during group times and some planned activities, to help all children make the best possible progress
• improve partnership working with parents to ensure they are aware of children's targeted learning plans and how they can help them continue to build on their learning at home.