Kids Castle Preschool Ltd

What is it like to attend this early years setting?

Children are happy and eager to come to nursery to begin their day. They approach staff, who warmly great them at the door. Staff take the time to talk to parents to establish if there is anything that may impact a their child's day. This helps to support children's emotional needs and helps them to feel safe and secure. Children enjoy exploring the environment and have lots of choices during the day. For example, children choose from art to sensory play. Staff interact with children to introduce new vocabulary, which children repeat and then recall. Staff support children to use tools correctly to support their fine motor skills. Children share their achievements with staff.

Children learn about healthy bodies. They are provided with freshly prepared meals and snacks and are encouraged to stay hydrated during the day with water. During outdoor play, children joyfully sing in a group with their friends as they move their bodies to the songs and recall familiar words. Children are learning to play cooperatively with their friends. During moments of conflict, staff swiftly use words to support children's understanding to share or wait their turn. As a result, children have a good attitude to learning from staff, who are positive role models. Leaders have designed a curriculum to meet children's individual needs and support their next steps in learning.

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

• Leaders have a clear focus on developing children's communication and language. Children who speak English as an additional language are supported by some staff who also speak children's home language. In addition, as part of the settling-in process, staff establish key words so that children feel a sense of belonging. Staff talk to children throughout the day so they hear new vocabulary, which they repeat and recall. Babies listen to stories and point to familiar pictures that staff talk about. During group activities, children talk about the farm and share words that they have previously learned.
• Staff recognise the importance of building children's gross motor skills. Babies bang pan lids together using large arm movements. Toddlers and older children enjoy using the tricycles and balance boards to support their leg muscles. Staff support children to manoeuvre large car tyres to roll in the garden and encourage children to keep trying.
• Leaders are developing rich and varied learning experiences for children in all areas of learning, so they reach their full potential. Leaders monitor teaching so that there is a consistent approach to support children's individual needs. Staff know their key children well, and they plan children's next steps around what interests them and what they need to know next. However, there are occasional times when the curriculum intent is not clear, which leads to children losing interest quickly.
• Leaders value their staff. Regular supervision and robust induction supports staff in understanding the expectations of teaching. Leaders are ambitious for every child, including those with special educational needs and/or disabilities, to make progress. However, occasionally, teaching could be improved so that staff confidently have a greater understanding of the impact of the activities they provide.
• Staff support children to develop their independence. Children are taught to take their coats on and off when going outside. When coming inside from outdoor play, children follow the routine to wash their hands. Staff support babies and children to hold their cutlery while eating. Staff model to older children how to cut fruit. Children copy this skill with precision and the supervision of staff. This helps to prepare children for school and their next stage in learning.
• Staff support children to develop a love of books. Babies often snuggle up with staff to listen to a story. Toddlers listen with intent as staff share storytelling with intonation to capture children's attention. Some children access books independently and turn the pages with care, as they enjoy the comfort of a familiar book.
• Staff and leaders take time to get to know children and parents well. Staff use the online application to share photos and details of what their child is learning. Parents appreciate this. However, the focus on next steps of learning is not consistently shared with parents to support home learning.

What the setting must and should do next

The provider should:

• plan the curriculum even more effectively and consider more closely the intent and the impact to support children's individual learning and share these with parents so that learning can be extended at home
• provide staff with focused professional development and carefully reflect on the impact the training has on the quality of education.