Kids Zone Childcare Limited

What is it like to attend this early years setting?

Children of different ages enjoy spending time together in the welcoming and friendly nursery. They eagerly greet staff before confidently entering the main room to hang up their belongings. Overall, children are confident communicators. They confidently initiate and sustain conversations about the characters and games that interest them the most. Children develop a strong sense of responsibility and respect in their play. They remind each other of the safety rules when they use the climbing equipment and know they are expected to take turns. This shows that they have a good understanding of how to behave well.

There are plenty of opportunities for children to practise their physical abilities. For example, babies delight in exploring the designated indoor space as staff support them to pull themselves up to stand and take steps. Outdoors, older children refine their coordination as they create bubbles and reach up high to catch them between their hands. This helps them to develop the muscles they need to move on to new skills, such as writing.

Children are beginning to understand how to make healthy lifestyle choices. They are motivated to carry out self-care tasks for themselves. For example, older children regularly visit the 'snuffle station' to help themselves to a tissue. They check in the mirror as they wipe their noses and explain that the tissue needs to go in the bin. These routines help to promote their good health and independence.

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

• Leaders have taken swift action to address the weaknesses identified at the last inspection. For example, they ensure that all staff understand their role in keeping the nursery safe for children. Risk assessments of the indoor and outdoor environments are thorough and reviewed regularly. This means that all hazards are minimised and children's safety is no longer compromised.
• Staff find out about children's experiences outside of the nursery and use this information to shape the curriculum. For example, there is a strong emphasis on promoting children's love of stories and reading. Staff introduce children to carefully selected books, often building on their interest in animals and the wider world. As a result, children often choose to pick up a book to share with others or use books to find out new information.
• Leaders develop a curriculum that builds on children's existing knowledge and skills. Overall, staff implement the curriculum well. However, at times, staff do not encourage children to think more deeply about how things work and what they think might happen next. This means that children's critical thinking skills are not extended to the highest possible level.
• Children with special educational needs and/or disabilities (SEND) access targeted activities and support. For example, staff have a nurturing approach to supporting children who are learning how to regulate their behaviour. Staff work closely with parents, carers and outside professionals to ensure a joint approach to supporting children with SEND. This helps children with SEND to make good progress from their starting points.
• Overall, babies receive positive support with their learning and development. Staff are attentive and meet their care needs well. However, at times, staff do not always maximise opportunities for babies to hear and respond to conversations. This means that the youngest children are not consistently supported to make the best possible progress in their early language development.
• Positive relationships are fostered with parents and carers, who praise the nursery's activities and staff very highly. Staff regularly share information with parents about their children's care and progress. They make suggestions on an online application to help parents to understand how they can extend their children's learning at home. This helps to promote good continuity in children's learning and development.
• Staff have frequent opportunities to extend their knowledge and skills. There is an improved programme of professional development and effective supervision to support staff's ongoing practice. For example, leaders provide training and guidance to help staff to implement a new approach to planning. Staff comment positively about this change and how it makes it easier for them to manage alongside other aspects of their role.

What the setting must and should do next

The provider should:

• support staff to build on opportunities for children to predict outcomes, test their own ideas and develop their critical thinking during activities
• strengthen staff's understanding of how to consistently support babies'
• communication and language development through high-quality interactions.