KidzRus Private Day Nursery The Lodge

What is it like to attend this early years setting?

There is a happy atmosphere across the nursery. Rooms are inviting, and staff greet children, parents and visitors with a warm welcome. The environment is calm and well planned. Children of all ages engage in interesting activities and resources. Babies explore bubble wrap and paint. They poke and squeeze it with their fingers as they make sense of the world around them.

Staff build on children's learning. Their skills are utilised to offer children unique experiences. Children listen intently as a violin is played to them and they try to guess what the tune is. They revisit previous learning as they talk about the instrument and its key features. Children sing songs that they have learned in Cantonese. They extend their knowledge by wishing their friend a happy birthday. Children learn new vocabulary and develop their creativity.

Children receive lots of praise and encouragement from staff, who have high expectations for them. Children learn to share and take turns. They wait their turn to sort out colours that have been mixed up. Children use their small muscles to roll out balls of play dough. They count out the balls and develop mathematical understanding as they look for the numeral to match the quantity. Their imagination is used as they squash the dough into 'pizzas'. As children talk about their favourite toppings, they learn about what makes them unique.

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

• Leaders are motivated and focus on the ongoing improvement of the nursery. The strong staff team say that they feel valued and supported. Effective supervision provides staff with the opportunity to discuss practice and any areas of concern. Ongoing professional development supports staff to improve the quality of teaching and learning over time.
• Recent investment in the environment has created new opportunities for children. The development of an art studio and forest-school area allows children opportunities to explore their creativity outdoors. Children learn about the natural world as they investigate the bark on the tree. They use chalks to make marks and experience the different textures. The environment is rich and engaging for all children.
• Children with special educational needs and/or disabilities are supported extremely well. The experienced special educational needs coordinator works closely with families and other professionals. Prompt referrals when concerns are identified enable children to have access to the support they need. All children are provided with high-quality support to make the progress they are capable of.
• Children access a rich and varied curriculum. Staff know their key children well. They regularly review children's progress and identify any gaps in learning.
• Children's interests are frequently considered when staff plan activities. For example, children have been enjoying the book 'Dear Zoo'. Animals and face masks are accessible for children to revisit the story within their play. Children have opportunities to build on what they know and can do.
• Children are developing resilience and independence through a wide range of experiences and opportunities. For example, they learn how to climb the steep slope to access the slide. This supports their physical development and coordination. At lunchtime, older children set the table with plates and cutlery. Younger children learn to wash their hands and pour their own drinks. Children learn important skills that they will need when they start school.
• Children are happy and engage in a wide range of experiences. They laugh in delight as they come down the slide. Children respond to adults as they are reminded to be careful when they climb back up again. Children have fun and develop a positive attitude to learning. They build their confidence and resilience.
• Children have frequent high-quality interactions with staff. However, minor inconsistencies within teaching and learning do not ensure that this is securely embedded. For example, during group activities, quieter, less-confident children can be overshadowed by their more-confident peers. This does not ensure that all children consistently access the same high-quality learning.
• Parental engagement is an area of strength. Parents speak highly of the staff team, who they describe as 'supportive' and 'welcoming'. They say that information and training sessions offer helpful advice, and that stay-and-play sessions are 'nice' for the children. Home learning is also supported through regular packs that are sent home. This keeps parents informed of how to contribute to their child's learning.

What the setting must and should do next

The provider should:

• further embed the high-quality teaching and learning to ensure that there is consistency across all aspects of the nursery.