Kids In Bloom @ Southdene Childrens Centre Ltd

What is it like to attend this early years setting?

Children, including those with special educational needs and/or disabilities, are happy and make lots of friends at this cosy, calm nursery. They settle quickly because of the gentle support from the kind and caring staff who want to play with them. Babies are welcomed with snuggles from staff when they arrive. This makes them feel extremely settled and secure. Babies sleep peacefully in their protective baby room. Their safety is further assured as staff stay with them as they sleep soundly.

Children are curious and eager to discover new information. They learn well because of leaders' and staff's high expectations. For example, children learn to accurately use mathematical language as staff help them to weigh themselves on the scales. Children's creative ideas are welcomed by staff as they experiment by adding different colours and aromas to the play dough. Younger children explore what their bodies can do as they learn to balance and run in the well-organised outdoor play area. Children behave well and act thoughtfully towards each other. Younger and older children learn to play together. Staff successfully teach them to use kind hands, share and listen to instructions. Children learn the importance of using their manners, such as when they say 'please' and 'thank you'.

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

• Following an incident involving an injury to a child, the managers have taken effective action to ensure that all accidents are recorded and parents are informed in a timely manner. Managers make sure that all staff are fully trained and understand the nursery's accident and injury procedure.
• The managers have created a meaningful curriculum that supports children's development and learning well. They think carefully about how to build on children's needs and their interests. Children at the nursery build strong relationships, become independent and physically active.
• Staff use learning activities that allow children to extend their own ideas and interests. For instance, staff value children's own thinking as they explore what happens when they pour different liquids into fresh cream. This motivates and excites children to learn as they exclaim, 'look it's turned pink!'.
• The managers and staff teach children to remember the essential knowledge that they need. They make effective links with local primary schools to help prepare children for their move on to school.
• Staff seize every opportunity for children to learn new words. They talk with children to expand their word knowledge. For instance, as children explored the freshly fallen snow, staff introduced them to new words such as 'melt' and 'hurling'. Children learn sophisticated new words and their meanings because of staff's skilful teaching.
• Staff read often and model using language well to children. For example, as staff take part in children's pretend play, they talk about what they are doing so that children hear words being spoken clearly. However, on some occasions, some staff ask too many questions of younger children. This means children learn less effectively during these times.
• Staff talk with children about what they are eating and how this helps them to have energy and to grow. Children benefit from nutritious, healthy meals and snacks at nursery.
• Mostly, staff support children's self-care skills well. For example, staff step back and talk children through how to pull on their own all-in-one suits without taking over. Children learn how to persist and keep on trying. However, on occasions, staff undertake some tasks, such as pouring children's water from a jug, that they can do for themselves. This holds back some of children's ability to act independently.
• Parents are extremely complimentary about the work of the nursery. One typical parent comment is, 'They love my baby, and he adores them'. Parents value the regular communication that they receive from staff. This helps parents to support their child's learning at home.
• The managers regularly check on the quality of staff's work with the children. They provide meaningful support and training for staff. Children's learning is further enhanced. The managers have successfully reduced the workload of staff by ensuring that they do not complete unnecessary paperwork. Staff feel well supported by managers in their teaching of children.

What the setting must and should do next

The provider should:

• improve staff's knowledge of the use of questioning to further support children's language development
• refine staff's understanding of how to develop children's self-care skills so children are increasingly able to act independently.