Kids Inc Day Nursery

What is it like to attend this early years setting?

Leaders have constructed an ambitious curriculum that helps to provide all children with a good quality of education. Children acquire the knowledge and skills they need in readiness for future learning. Children develop a positive sense of identity in this culturally diverse and inclusive nursery. They proudly look at their reflection in the mirror and recognise the similarities and differences in their hair, to that of their peers.

Staff support children's emotional development well. They take time to get to know children and families during flexible settling-in sessions. Children who are new to the nursery are sensitively supported by staff. This helps them to feels secure and calm on arrival. Relationships between children and their key person are strong. Children easily separate from their parents due to the warm welcome they receive and quickly immerse themselves in play and exploration.

Staff have high expectations for children's behaviour. Children learn how to manage their feelings appropriately. For example, staff encourage the use of colour, books and puppets to help children to articulate their emotions. Children demonstrate friendly behaviours and hold hands as they play together. Older children pick flowers for their friends. Children's smiling faces and animated chatter shows that they feel happy and they behave very well.

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

• The enthusiastic manager is well supported by the senior leadership team. This helps to maintain good leadership and management oversight. Self-evaluation is accurate and leaders have a true picture of the quality of the education and care provided. There are clear plans for the continued development of the nursery.
• Staff encourage older children to be independent and to take responsibility for their safety. Children take 'Star', the health and safety mascot with them to identify possible risks in the garden. They take great care as they use real tools at a work bench. Children learn how to keep themselves and others safe.
• Overall, the well-planned curriculum helps children to make good progress. Staff provide activities to enthuse children and promote curiosity. Children delight in sensory experiences and eagerly experiment in 'slime' and play dough. However, occasionally staff provide activities without a clear focus on what children need to learn next. This means that leaders clear intent for children's learning is not consistently implemented so that children make the very best progress possible.
• Staff are positive role models and their relationships with children are warm and trusting. This supports children's emotional well-being and contributes towards their good behaviour. Children invite staff into their role play games and delightfully take on the role of a doctor, caring for a patient. Staff also teach children to care about sustainability and the environment, for example, they promote the sharing of 'pre-loved' clothes. Children grow plants and vegetables and staff involve them in recycling activities. Children benefit from rich experiences that help to broaden their horizons.
• Partnership with parents is a priority of this nursery. Parents speak highly of the help that the whole family receive. Staff share guidance documents with valuable hints and tips for parents, for example, on safe sleeping arrangements and cost effective recipes. There are occasional inconsistencies in how staff inform parents of children's progress, resulting in some parents not being fully informed of what children are learning right now to help them to continue to support children's learning at home.
• Children with special educational needs and/or disabilities are swiftly identified and comprehensive support plans are put into place. The special educational needs coordinator is diligent in her pursuit to ensure that all children make the progress they are capable of. Staff use visual cues and show picture cards to help children to make choices. Staff work harmoniously with parents and external professionals to assess and monitor children's progress. This joined up working is contributing towards all children's care and learning.
• Leaders understand the importance of ensuring that staff feel valued and that they benefit from ongoing professional development. This is particularly important as some staff are new to the role. Leaders provide a wealth of training opportunities for staff, much of which is delivered by the internal training academy. However, although leaders provide support, to staff there are some gaps in how the curriculum is implemented and applied.
• Staff help children to develop a positive attitude towards their health. Physical activities help children to develop strength and coordination. For example, babies manoeuvre up and across large apparatus. Older children make shapes with their body during a lively yoga session. Staff teach children to become aware of healthy bodies. Two-year-olds follow good hygiene routines, such as handwashing and enthusiastically tell staff to rub soap into their hands too.

What the setting must and should do next

The provider should:

• target the professional development of all staff more precisely and help staff to consistently implement the curriculum that leaders intend
• share detailed information with parents about what children are learning to provide more consistency in supporting their progress.