Kids Inc Day Nursery

What is it like to attend this early years setting?

Children arrive happy and confident. Parents and carers are welcomed into the setting and take their children to their room, where they are warmly greeted by their key person. Children settle quickly at activities that meet their needs. For instance, babies use furniture to practise their physical skills. They pull themselves to standing to mark make and explore table-top resources. The older children enjoy role play. They freely explore the forest school and pretend to light a campfire and melt marshmallows.

The curriculum is well planned in each room to meet the needs of the children. Staff have a good understanding of what they want children to learn. For example, in the younger age group the focus is on building relationships, developing their physical skills, and learning how to communicate their needs and wants. The older children learn skills, such as how to be independent, see to their own care needs and be effective communicators. Children are well prepared for their eventual transition to school.

Children behave well. They are kind and show care towards each other. The staff have high expectations for children's behaviour and are good role models. Children learn about their feelings, for example by using the 'Colour Monster' story. They use their knowledge to speak about how they are feeling. Children are able to name their emotions, such as 'happy' and 'calm'.

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

• Leaders are passionate about providing children and their families with the very best care and education. All staff meet regularly as a team and during one-to-one times with the manager and deputy. This provides staff with opportunities to share their views and opinions. Thorough inductions help staff to understand their roles and responsibilities. They undertake further training to continuously improve their skills and knowledge. Staff are passionate about investing in their own learning for the benefit of the children.
• Generally, staff promote the communication and language of children well. Staff in the rooms for older children are skilful at giving children time to speak, formulate their responses to questions and share their knowledge. However, at times, staff working with the younger children do not encourage children's language development as successfully. For example, they do not always offer opportunities for children to hear a broad range of vocabulary.
• Parents speak highly of the nursery. They are happy with the communication they receive, which includes daily updates on an online app, alongside verbal feedback and newsletters. Parents feel included. They are invited in to spend time with their children in the setting for special events, such as Valentine's Day and Mother's Day. Parents are currently working in conjunction with the setting to encourage a love of reading, leading up to World Book Day.
• The passionate special educational needs coordinator (SENCo) has a good understanding of her role and responsibilities. She works well with parents and outside agencies. This ensures that children with special educational needs and/or disabilities (SEND) get the support they need at the earliest opportunity. The SENCo supports staff to create individual plans for children, which focus on their next steps in development. All children are making good progress from their starting points.
• Generally transitions between activities are well managed and children understand what is happening next. However, transitions leading to mealtimes do not always support the needs of all children. For example, in the pre-school room, children are brought away from engaged learning to whole-group activities while mealtimes are prepared. Children find it hard to keep engaged in the group activity, as they are interrupted to wash their hands.
• Children enjoy being physically active in their play. The large outside space inspires children to explore and use their imaginations. Children show confidence on the bicycles, learning to pedal and manoeuvre around obstacles. Younger children explore mark making using water, paintbrushes and chalks. Children have a keen interest in bird spotting. They use binoculars to search for the birds in the trees. Children and staff show huge delight when a peacock lands on the roof. Staff take advantage of this to further extend children's knowledge.
• There is a secure key-person approach across the setting. Children have built trusting relationships with those looking after them. Babies enjoy cuddles with their key-person and give eye contact when having their bottles. Transitions to new rooms are well planned based on the individual needs of the children.

What the setting must and should do next

The provider should:

• review and improve the management of transitions, especially those leading to mealtimes, to meet all children's needs more effectively during these times
• strengthen staff's skills in supporting younger children's communication and language skills and helping them experience a wide range of vocabulary.