Kinder Kapers Too

What is it like to attend this early years setting?

Staff help children to flourish at this pre-school. Children are independent learners, who carefully pick up and try to identify insects before placing them in a bug hotel. This demonstrates that children participate in experiences that develop their confidence.

The managers and staff plan and implement a learning programme that is ambitious for all children. Children make good progress from their starting points at the pre-school. Staff know children well and carry out their key-person role effectively. They take time to observe children and find out about their interests and stages of development. Staff consider this information when planning stimulating learning experiences.

The managers and staff support children to understand the behaviour expectations of the pre-school. Children socialise with each other and share resources. For instance, children happily push their friends around on tricycles. They wait their turn to fill watering cans in the outdoor area. When children need extra help to manage their behaviour, staff support them to manage their emotions. Children learn how to treat each other respectfully.

Staff support children's health and well-being. Staff work closely with parents to reach developmental milestones, such as toilet training. Regular nappy changing routines support children to remain comfortable during the day.

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

• The support for children with special educational needs and/or disabilities (SEND) is good and consistent. The coordinator works closely with staff to ensure that children with SEND receive one-to-one support and appropriate targets to close gaps in their learning.
• Children who are in receipt of early years pupil premium funding benefit from a wide range of additional experiences, which supports their learning and development well. For instance, a variety of good-quality books are available and climbing apparatus.
• Children benefit from plenty of fresh air and enjoy spending lots of time outdoors. Staff provide experiences for children to learn outdoors in meaningful ways. For instance, children enjoy digging in the sand pit, mark making with water and large brushes, sharing books, and playing with musical instruments.
• Staff have an in-depth knowledge of children's allergies and dietary requirements. Children enjoy nutritious fruit snacks at the pre-school. Staff work with parents to ensure that the packed lunches that children bring are healthy and meet their dietary needs. This supports children's health and well-being.
• Staff plan the curriculum around familiar routines. This helps children to familiarise themselves with what is happening during the day. At tidy-up time, young children put puzzles away in the right place and older children proudly wheel tricycles to the shed. Staff use visual aids and objects to help to support children's understanding of routines. Children take pride in their achievements.
• Children enjoy learning and talking to staff. This is particularly evident during free play. However, during mealtimes, staff do not actively support all children to further build on their language skills. For instance, children who are quiet receive less engagement from staff. This demonstrates that staff do not always challenge children to stretch their vocabulary.
• Staff make good use of small-group learning opportunities. They help children to calmly gather outside in the shade as they take part in a rhyming session. The children choose which object represents a rhyme and each child has the chance to have a turn. This demonstrates how staff promote children's early literacy skills.
• The managers build effective relationships with children and their parents. They create a sense of community and support families to use local initiatives and community spaces. This gives children a sense of belonging.
• Parents comment that their children are happy at the pre-school. Parents find staff approachable and professional. They receive information about their children's progress through regular meetings. Staff share ideas about how to further support their children's learning at home. This helps parents to support children's good progress.

What the setting must and should do next

The provider should:

• review children's communication and language opportunities to enable the quieter children to further increase their vocabulary.