Kids Inc Day Nursery

What is it like to attend this early years setting?

The manager has high expectations for both the staff and children. There is a clear curriculum and ethos at the setting. The nursery has core values that underpin the experiences it offers for children. Staff work closely with parents to ensure they have relevant information about the children. This ensures they plan appropriate next steps for children's development. This means that all children, including children with special educational needs and/or disabilities, make progress.

Staff are polite and respectful to the children. They are good role models. This leads to the children being polite and respectful. Children are reminded about their manners, when required. Children seek out staff for comfort if needed. Staff support children to learn skills for the future, such as to be independent with their self-care skills. Babies and toddlers are encouraged to wipe their own hands before eating and use cutlery to feed themselves. Older children wash their hands independently, help to tidy up, and try to put on their shoes.

The setting is active in the local community. The children deliver food they have collected to the food bank and donate pyjamas to children at the local hospital. This teaches children about helping others.

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

• Children are becoming confident communicators. Staff provide a running commentary to babies' play, allowing them to hear a variety of different words. Babies repeat some of these words. Toddlers enjoy listening to staff who enthusiastically bring stories to life as they read to them. Toddlers join in with repeated phrases and ask questions about the pictures. Pre-school children have conversations with the staff and each other throughout the day. They can explain their wants and needs clearly.
• Mathematical concepts are introduced to the children. Babies and toddlers are exposed to mathematical language during play, such as simple counting and words to describe size and weight. Older children are introduced to the idea of 'time' using sand timers. Staff extend this by using language relating to time.
• Staff interact with children during their play. They teach them new skills, such as ball skills, and explain how to play games they are unfamiliar with. They provide information and use explanations to develop children's understanding of different concepts. However, they do not always use these interactions to encourage children to think critically or explore their own ideas and thoughts.
• Staff focus on children learning about their feelings. Stories are used to support this. The younger children explore what makes people in stories feel a certain way, such as sad and happy. Pre-school children can express how they feel and why. This helps the children develop empathy and understand their emotions.
• Children behave well and interact positively with others. However, when children need reminders about their behaviour, staff do not consistently provide suitable explanations to help children to develop a deeper understanding of the nursery's rules and boundaries. As a result, children do not gain a clear understanding of why the rules are in place to enable them to self-regulate their behaviour.
• Parents speak highly of the nursery. They are kept informed about their children's next steps and are provided with ideas for activities that will help to support their children's learning at home. Staff recognise the importance of developing relationships with all family members, not just parents. Therefore, events are planned for grandparents as well as parents. These events include stay-and-play sessions and information evenings. Parents are provided with advice and guidance about subjects such as school readiness.
• Staff enjoy their roles and say their well-being is supported. They are proud to work at the setting. The leadership team recognises the importance of having well-trained staff and therefore all staff, including the manager, benefit from targeted training opportunities that are linked to their professional development and interests. Staff supervisions and meetings are used as coaching opportunities. This ensures children are offered high-quality care and education.

What the setting must and should do next

The provider should:

• support staff to develop their interaction skills further to extend children's critical thinking skills
• improve consistency in how staff support children's understanding of the impact of their behaviours and why there are rules in place so that they can learn to self-regulate their behaviour.