Kinderview Childrens Day Nursery Ltd

Inclusion: Strong standard

Staff know the children in their care well, including what makes them unique. They swiftly and accurately assess children's development and achievements to determine appropriate next steps, which are embedded within children's play. Staff ensure that progress checks for children aged 2 years are completed promptly and shared with parents and other professionals.

Children with special educational needs and/or disabilities (SEND) are very well supported. Staff work closely with those leading practice for children with SEND to closely track and evaluate the progress of children who receive support. Regular monitoring takes place, ensuring that children's needs are met effectively. This consistent cycle of monitoring includes input from external professionals and agencies to ensure that support remains focused and effective.

Leaders and staff actively identify barriers to learning and wellbeing at the earliest opportunity. As a result, inclusive practices are well established. For example, parents and carers report that the setting works flexibly with them to accommodate children's changing care routines and to enable them to attend external agency meetings.

Curriculum and teaching: Strong standard

Leaders work closely with staff to carefully construct a curriculum that builds on each child's existing knowledge and skills. There is a strong emphasis on children's physical, personal, social and emotional development. Staff use robust, ongoing assessment to identify where children are at and determine appropriate next steps.

Staff know exactly when to interact to enhance children's learning and teach them new skills. Pre-school children concentrate for lengthy periods at a doll washing activity. They use their hand muscles to push down on soap dispensers and squeeze liquid from bottles. Children use sponges to wash the dolls as staff talk to them about body hygiene. Staff extend this by using a timer to help children know how long to brush the dolls' teeth for. This helps children develop an early understanding of good hygiene practices.

Staff are fully aware of each child's level of ability, skilfully adapting their teaching accordingly. To support early mathematics, pre-school children create a shopping list. They mark-make, writing rudimentary numbers next to the shopping items. Staff encourage children to identify what numbers they have written and to count the items. Three-year-olds enjoy using colourful magnetic shapes to make connecting patterns on the carpet. Staff talk with children and encourage simple descriptions of the different shapes, such as their colours and sizes. They remind children that some shapes will not click as the magnets 'repel'. This helps children build on what they already know and can do.

Achievement: Strong standard

All children have access to books that have been thoughtfully placed throughout the setting. Babies snuggle up to staff to look at pictures in board books, repeating simple words that they have heard. Toddlers sit exceptionally well and listen intently to a story about a bus as staff enthusiastically read to them. They laugh at the pictures and join in with the familiar words and actions. Other children are seen to choose books during playtime and quietly sit and look at a book by themselves. This helps children develop an early love of books and stories.

Children who require additional support with their development and wellbeing receive timely, targeted support to ensure they are very well prepared for their next stage in learning. For example, children who are nonverbal are communicating effectively through the use of visual resources, and other children are learning to manage difficult emotions effectively. As a result, children benefit from learning within an inclusive environment in which every child is able to make the best possible progress.

Behaviour, attitudes and establishing routines: Strong standard

There are consistently high expectations for children's behaviour and attitudes to learning. Staff are positive role models, gently supporting children to take turns, share and be mindful of others. Some children are newer to the toddler room and are gently supported to follow new routines. For example, when they struggle to wait their turn for handwashing, staff get down to the child's level and explain in simple words why they need to do this. This positive intervention helps children learn what is expected of them.

Staff provide consistent motivation, encouraging children to solve their own difficulties during play. For example, 3-year-olds eagerly take on physical challenges, such as climbing on play tyres. When they accidentally get their foot stuck in the play tyre, staff give children time to consider how to rectify this. Children try different approaches as staff provide words of support. As a result, children persevere, quickly resolving the situation. Children beam with smiles as staff exclaim how proud they are of them.

Staff have built highly positive relationships with the children in their care. Even the youngest children settle well, readily approaching staff to join in activities. All children are remarkably confident in making choices and exploring their environment.

Leaders routinely monitor attendance. They work closely with parents and carers to help them understand the importance of regular attendance and the positive impact it has on their child's development.

Children's welfare and wellbeing: Strong standard

Staff fully understand that some children from disadvantaged backgrounds experience changing emotions when faced with adverse situations. They put in place effective strategies, working with parents and carers to consider potential external factors that may be impacting the child. As a result, parents and carers say their children have progressed rapidly in a short space of time.

Staff are highly responsive to children's needs and prioritise children building secure attachments with their key person. This helps children who are new to the setting quickly settle and feel safe and secure. Very young children develop a sense of belonging and become increasingly confident and independent in their surroundings.

Leaders consistently support children's health and wellbeing. Children are provided with nutritious meals, and robust systems are in place to ensure children's dietary needs are met. Staff create a calm, comfortable environment for children who need to rest. They regularly check that children remain safe while they sleep.

Children have lots of opportunities for physical play. Older babies use their leg muscles as they push themselves along on tricycles. Pre-school children use their arm muscles to push small trolleys around the play area, safely navigating large play apparatus and their friends.

Leaders prioritise children's early independence skills, which are embedded within daily routines. Babies are supported to use spoons to eat lunch and hold beakers themselves. Toddlers eagerly wash their hands before meals and attempt to put their own aprons on. Pre-school children readily get their own plate and cup, serve themselves lunch and pour their own drinking water. This helps children to do as much for themselves as possible.

Leadership and governance: Strong standard

Leaders have taken a positive approach to addressing the weaknesses raised at the previous inspection. They have worked hard to ensure staff fully understand how to plan and deliver the setting's curriculum to ensure all children's learning needs are consistently met. Leaders have strengthened support for staff further, enabling them to have confidence in their skills and knowledge. This ensures children receive high-quality interactions and support.

Leaders value their staff and ensure they have regular access to supervision meetings, training and peer support. They take proactive steps to match staff training needs to the cohort of children cared for. For example, staff have recently undertaken sensory process training to support them in their role.

Parents are overwhelmingly positive about the setting. They state that their children thoroughly enjoy the activities on offer and have developed positive relationships with staff. Parents say staff have supported them with their children's toileting and behaviour, and they make external referrals when needed to ensure their children get the targeted support they need. They say their children are ready for school, have developed their language skills, are making friends and are more confident.