Kids 1st - Quorum

What is it like to attend this early years setting?

All children benefit from a warm and stimulating learning environment. Staff are caring and attentive to young children's needs and support them well. For example, when young children learn how to feed themselves, staff are nearby to offer guidance and help them to succeed. Children form strong attachments to their key person quickly, which helps them to feel safe and secure. Staff use their knowledge of children's interests and abilities well to plan interesting and exciting activities. For example, staff play peekaboo games with babies. Older children extend their understanding of themselves and the world around them. For example, children dress up in rubber rings, shorts and sunglasses and talk about where they are going on holiday.

Staff encourage children to be independent. Children from a young age serve their own lunch and attempt to put on their shoes and aprons. Children make good progress and are well prepared for the next stage of their learning, including starting school. Staff help children to develop a love of books. They have developed a lending library so that children can take books home to read with parents. Children look at books independently throughout the day and staff read to children. Older children relish listening to 'The Colour Monster'. This helps to promote children's early literacy skills.

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

• Leaders are reflective and extremely passionate about the service they provide. They complete regular observations of staff practice, and they meet with staff to discuss how they can develop their own knowledge and skills. Staff well-being is paramount. Staff comment about how well supported they are. The leadership team strive to improve outcomes for children and families.
• Older children have excellent opportunities for learning outside. They engage in story telling outside, taking on the role of snakes and giraffes. Children develop their mathematics skills as they engage in water play. Staff encourage children to count as they fill jugs, and estimate how many will fill the container. However, this is not consistent across the nursery. There are fewer opportunities for younger children to develop their learning experiences outside.
• Staff are skilled in helping children to gain communication and language skills. This is demonstrated as they respond warmly to babies' babbles and vocalisations. They provide a commentary, model good conversational skills and introduce new vocabulary. Babies and toddlers enjoy looking at books and repeat words, such as animal sounds from familiar stories. Older children are introduced to new vocabulary, such as 'camouflage' and 'magnifying'. As such, children learn the importance of conversation and effective communication.
• Children's physical development is very well supported. Babies and toddlers enjoy being active. Staff provide encouragement as babies learn to master their early walking skills. Toddlers learn to straddle push-along toys and use their legs to propel themselves. Older children climb on obstacle courses and propel themselves on wheeled vehicles. They beam with delight as staff give them meaningful praise for their efforts and achievements.
• Overall, children are well behaved, caring and considerate. They listen, follow instructions and are encouraged to take turns when appropriate. However, occasionally, when children demonstrate unwanted behaviour, staff do not explain the impact that children's behaviour has on others. This does not help children to learn the rules of good behaviour.
• Staff are genuinely respectful and caring with children. They listen to them and provide considerate care. For example, before any care routines, such as wiping noses or changing nappies, staff ask children's permission and tell them what will happen. Care routines, such as sleep and feeding patterns, are closely followed from home. For example, as children lie to down for their afternoon nap staff read a story, helping them to settle quickly.
• Staff work closely with parents to support children's learning. Parents positively recommend the nursery. They appreciate the regular information on children's activities and the opportunities to support learning at home.
• Children in receipt of additional funding are supported well. Leaders spend this funding thoughtfully to provide additional resources that these children require. For instance, additional resources are bought to support children's communication and language.

What the setting must and should do next

The provider should:

• place a sharper focus on planning purposeful activities for the younger children, particularly for those who prefer to learn outdoors
• support staff to help children to understand the impact their behaviour has on others.