Kilton Nursery

What is it like to attend this early years setting?

Children are warmly greeted by caring and friendly staff. The manager implements thorough settling-in procedures to welcome children and families into the nursery. Staff are passionate about getting to know each unique child, helping them to meet children's care and learning needs successfully. This enables children to form close attachments with staff through an effective key worker system and supports them to feel safe and secure.

Children are excited to explore the environment that staff offer them. Staff have a secure knowledge of children and plan activities linked to their interests and experiences. This helps to capture and maintain children's attention. For example, staff adapted the home corner to reflect the children's experience of having a new puppy. Children recreate familiar events and pretend to feed and care for a toy dog. Staff sensitively support their play, asking questions to help extend their thinking and imagination.

Children learn to behave well. Staff implement clear expectations. For instance, they ask children to listen and concentrate as they explain a circle time activity. Children respectfully and patiently wait their turn as they play the game 'What's in the bag?' Staff help children to keep themselves and others safe. For instance, they remind children not to walk around with scissors and to sit down when eating.

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

• Staff complete observations and assessments of children's learning to ensure they identify gaps. They are proactive in seeking advice and making referrals to other professionals and agencies where necessary. This helps ensure children receive timely interventions so they are supported to make progress in their development.
• Parent partnership working is strong. Staff and parents regularly discuss how children are developing at home and nursery. Staff share photographs and observations of children's achievements and experiences with parents. This helps parents to understand how staff support their children's development and what they want them to learn next.
• Staff support and build on children's independence, helping them to learn skills for the future. For example, they encourage children to self-serve at snack time. Children are supported to master new skills, such as using a knife to cut up fruit. They learn to pour drinks and clear their plates once they have finished their snacks.
• Children benefit from healthy snacks and drinks provided by staff. Staff find out and carefully cater for children's dietary needs. Mealtimes are managed well by staff to promote children's good health.
• Staff provide children with physical reassurance when they are upset or frustrated. However, when children become frustrated and experience big emotions, staff do not always help them to understand what they are feeling or how to manage these emotions.
• Staff help children to develop good hand hygiene routines. They use pictures and songs to support children's understanding of how to wash their hands. Staff act as positive role models and wash their hands with children prior to mealtimes.
• Children benefit from a range of physical activities provided by staff. For example, children use their small hand muscles as they roll and manipulate play dough. Outside, children show delight as they scoop mud into cake tins. They use their whole bodies as they balance on beams, run and ride trikes, developing the skills and muscles they need to help them prepare for future writing.
• Staff use care routines to continue to build positive relationships with children. For example, staff use opportunities such as nappy changing to engage in meaningful exchanges. Children feel valued as staff talk to them about their day and what they have been playing with.
• Staff have links with local schools to support children's transitions. They have conversations and share developmental information with the teachers at the on-site school, helping to provide consistency in children's learning when they move on.
• The manager and small staff team work well together. Staff say they are very happy in their role, and the team are like a family. The manager organises training to support staff practice. For example, all staff have recently completed refresher training on sign language to help support children's communication and understanding.

What the setting must and should do next

The provider should:

• support staff to help children understand and manage their emotions when they become upset or frustrated.