Kidzrus Nursery Limited

What is it like to attend this early years setting?

Children's behaviour is impeccable. Children learn right from wrong from a very early age. Expectations for behaviour are extremely clear throughout the nursery. Children are kind to others and show impressive compassion and empathy. They learn respect, forgiveness and honesty through highly refined, age-appropriate behaviour management techniques. Children have outstanding levels of self-motivation and an extremely positive attitude to their learning. When faced with complicated tasks they concentrate, persevere and repeatedly try until they succeed. For instance, children balance on one foot. They show an exemplary can-do attitude when faced with challenging tasks.

Children are safe and have fun as they learn. Laughter is frequently heard throughout the nursery. Staff use humour and animated interactions to help to excite children in their learning. For example, staff use a variety of different voices and actions to help to bring book characters to life. Children eagerly shout 'more, more' as they listen. Children engage and focus in their learning supported by fun and energetic teaching strategies. Reading and literature in the nursery is given high priority. Toddlers and older children talk about their favourite books and recall stories with eagerness. Babies look at picture books and point to familiar images. Children of all ages demonstrate a love of literacy. This positive attitude creates a secure foundation for their future learning. Furthermore, family members frequently attend the setting as 'guest readers' to enrich story sessions and extend children's enjoyment in reading. Staff continue to assess the impact of the COVID- 19 pandemic on children's development and respond in practical ways. For example, a quiet and calm space has been created to help to support children's emotional well-being.

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

• Children are treated as individuals at this inclusive setting. Staff celebrate children's diversity. Care routines are tailored to help to meet children's unique needs. Children from all backgrounds, including those who speak more than one language and those with special educational needs and/or disabilities, make good progress.
• Partnerships with parents are good. Parents comment on the effective communication with home and praise staff for their hard work and commitment.
• Staff create many opportunities for children to practise speaking and develop good language skills. They encourage children to have two-way conversations. For example, discussions between older children go back and forth. They ask questions, listen to their friends opinions and eagerly respond with their own ideas. Older children develop sophisticated knowledge of sentence structure and younger children become confident communicators.
• Staff plan interesting activities and teaching is good. They gradually increase challenge as activities progress. For example, children practise early writing skills as they hold crayons and make marks on paper. Staff role model drawing shapes and encourage children to give meaning to their marks. Quality teaching helps to extend children's knowledge and skills.
• Teamwork is good. Staff show mutual respect towards each other and communicate effectively. In turn, there is a relaxed and friendly atmosphere throughout the setting. Tasks are easily delegated and shared and children's needs are quickly met.
• Staff throughout the nursery are calm and gentle. They speak to children in a kind and reassuring tone. Babies are given plenty of cuddles and they thrive in their emotional confidence. For instance, toddlers squeal when familiar adults enter a room. They throw their hands in the air to indicate their desire to be picked up. Children are safe, happy and reassured by the warm relationships they share with the friendly and nurturing adults who care for them.
• Children make good all-round progress. The curriculum is broad and balanced. Children enjoy a good mix of adult-led and self-chosen play. However, sometimes planned activities for young toddlers lack clarity in learning objectives to help to focus teaching with precision.
• Leaders of the setting are ambitious to improve. They ask parents and staff for their views and set achievable goals to develop. However, due to the pandemic, monitoring of staff teaching has been disrupted and peer observations have been less frequent.

What the setting must and should do next

The provider should:

• establish a culture of peer observation and mentoring and extend the quality of teaching even more
• consider more closely children's next steps when planning for young toddlers and focus teaching even more precisely to help children make rapid progress.