Kids Korner Day Nursery

What is it like to attend this early years setting?

Children arrive happy at the nursery. They are greeted by friendly staff and settle quickly into their rooms to play. Children build close relationships with staff. This helps them to feel safe and secure while attending.

All children confidently access a range of play resources that interest them. They are content to play with staff and include them in their games. For example, children giggle with delight as staff crawl around the floor to catch them. Others sing along to familiar songs and rhymes, following the actions. Babies enjoy moving animals around in a light dusting of flour. They look at the marks they make. They learn the names of various animals. For example, when staff say what the animal is, babies attempt to find these. This shows their increasing understanding.

Children behave well. They respond positively to staff reminders and guidance to use 'kind hands'. Children receive lots of praise for positive behaviours. Staff model polite and respectful behaviour and consistently use good manners. This helps the youngest children to develop these skills. Children enjoy learning and have fun. They gain the skills they need to move on to their next stages in learning and their eventual move on to school.

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

• The manager has designed a curriculum which has a clear sequence of learning that children need to make continual progress. Staff gain detailed information from parents to decide what children need to learn next. However, staff do not always consider the interests of each child and some activities do not focus enough on the learning that each child needs, to make the most progress they are capable of.
• Children develop increasing physical skills in a range of ways. The youngest babies lay on their tummies to strengthen their core, in preparation for sitting. Older children practise their skills in climbing, throwing and balancing. The oldest children increase their competence in using one-handed tools. For example, they use scissors to snip play dough, while others confidently cut along larger pieces of paper.
• Children's speech and language are promoted well by staff. They speak clearly and use a wide vocabulary to help children to learn new words. Children enjoy taking part in storytelling sessions. Staff skilfully engage them in the storytelling and ask what happens next. The oldest children are eager to recall the story by themselves. Staff help children to listen to each other as they take turns to speak. Children in need of additional support develop their speaking skills rapidly. Staff use packages of support which help to focus on what these children need.
• All children develop increasing independence. For instance, babies begin to feed themselves using appropriate cutlery. Young children learn to manage their personal care needs and begin to dress themselves. The oldest children are eager to tidy away after play. They divide the tasks between them and work together to gather items and carry the larger boxes to put away on the shelves.
• Children with special educational needs and/or disabilities receive the support they need. Staff devise specific support plans, working together with parents and other agencies so that children's needs are met. These children make good and consistent progress from their starting points.
• Staff receive appropriate training and support to help them to fulfil their duties. The manager evaluates staff practice and recognises a need to continue to build on the guidance and coaching provided, to ensure that all staff are supported to raise the quality of the learning for children even higher.
• Children have opportunities to learn about the similarities and differences in our communities and beyond their own experiences. They learn about a range of festivals and diversity by looking at books and through discussions. This helps them to develop a tolerance and respect for others.
• Parents speak highly of the setting and staff. They say they value the detailed information they receive that is accessed online about their children's care and learning.

What the setting must and should do next

The provider should:

• help staff to focus more precisely on clearer learning intentions for activities, to support what individual children need to learn next, so that children make the most progress they are capable of
• strengthen current arrangements for staff supervision and coaching to further support staff to develop their quality of education practice to the highest levels.