Kincraig Ducklings Nursery

What is it like to attend this early years setting?

The setting is a small nursery within a school building. It provides provision exclusively for six children under the age of two years old. Children benefit from being cared for by a consistent and nurturing staff team. They relish seeing familiar faces when they arrive each day. Children have developed very good relationships with staff. Children are so delighted to see staff that they run to them for a hug. This helps children to be happy and feel safe. Children who are new to the setting, settle quickly. Staff have high expectations for children's behaviour and treatment of each other. They encourage all children to be kind to each other, learn and use good manners. Staff are good role models and know how to manage any difficult behaviours in young children. Children are well behaved and engaged in their learning and enjoy a calm and well-organised environment.

The manager has clearly identified what she wants children to learn during their time at the nursery. She communicates this effectively to her team. Staff work together well to deliver this curriculum through a range of interesting learning experiences. Children benefit from a curriculum which is well planned. This has a positive impact on their learning and development. Staff encourage children to explore the 'muddy area' in the garden. With the support of the enthusiastic staff the children explore and squeal with enjoyment as they take part in activities that they remember and have enjoyed before. Because of this support from staff, children are beginning to show a positive attitude to their learning from a very young age. They thoroughly enjoy exploring the interesting resources on offer.

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

• The manager brings out the best in her staff team through the creation of a positive working environment. She has an ambitious vision for the kind of provision she wants to run. She is supported to deliver this by the provider and other professionals within the school. Staff feel extremely valued and appreciated. They benefit from regular feedback about their performance and receive time and support to further their qualifications and training.
• Effective partnership working means children consistently make good progress across all areas of development. Staff quickly and accurately identify gaps in children's learning and put support in place as quickly as possible. Children who need additional help with speech and language, and those with special educational needs and /or disabilities (SEND), make good progress in their development. Staff work closely with parents and professionals to provide a consistent approach to understand children's needs and how best to support them.
• Staff are very effective at supporting children's developing language skills. They understand how important this is for children's future learning. As children progress through the nursery, they develop into very confident talkers and communicators. Children demonstrate that they are developing a wide vocabulary and are beginning to answer simple questions.
• Parents speak highly of the nursery and the staff. They especially appreciate the regular feedback on their children's learning and the suggestions for activities they can do at home. Parents also receive dedicated, quality feedback from staff at handover when they come to collect their child. Parents state that this really helps their children to continue to learn at home.
• Staff have a focused picture of what they want each child to learn in the long term. Children enjoy activities based on what they know and can do. This is because staff fully understand how to follow children's interests. However, staff are not yet able to confidently explain and plan next steps to ensure children's learning is sequenced as part of a coherent approach to planning.
• Staff know it is important to children's learning to listen regularly and enjoy stories. They offer these stories at times that are best suited to encourage children to be able to listen and concentrate well. For example, staff read to small groups of children at a time when they are relaxing or getting ready for meal times.
• Even the youngest children concentrate well on their self-chosen play. They are delighted as they splash in water and say 'quack quack' as they find ducks. They receive praise from staff. Staff skillfully repeat the sound and state that 'it is the noise the duck makes'. This encourages children to be active learners.
• Staff help children gain a wide range of physical skills. They ensure babies have plenty of room to crawl and begin to walk. Children access a well-resourced outdoor area which offers opportunities that support them to develop their physical skills. For example, children show good control of their bodies as they climb and balance on the play equipment. As a result, children learn how to keep themselves healthy which promotes and supports their health and wellbeing.

What the setting must and should do next

The provider should:

• improve children's next steps in learning, to ensure staff have a more precise idea of the knowledge and skills they want children to learn next.