Kindred Mayflower

What is it like to attend this early years setting?

The manager and her team are committed to providing children with quality care and education. Teaching is good, and all children, including those who require additional support, make good progress. Children demonstrate they are keen and eager learners. They arrive ready to learn and show curiosity to investigate the activities. They are greeted by happy and welcoming staff. Children have established close bonds with their key persons and leave their parents with ease. Babies demonstrate they are comfortable and feel safe in the child-friendly and familiar environment. Staff positively invite parents to contribute to their children's learning and use assessment well to plan around children's interests and what they need to learn next. The nursery principles underpin the broad curriculum, and there is a strong focus on speech and language development and emotional well-being.

Children demonstrate they are good communicators. They confidently engage visitors in conversation, asking lots of questions. They recall information they have previously learned and discuss with excitement the plants and flowers they grow in the nursery allotment. Staff provide running commentaries during activities, and children listen intently and follow simple instructions. Staff support children with positive encouragement to develop their independence. For example, there are 'nose wiping' stations with mirrors, tissues and bins to help them manage their own personal needs. Staff speak to children with respect. Staff explain to children what needs to happen and why, for example, when changing babies' nappies. Children understand staff's expectations and, overall, children's behaviour is good.

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

• Staff plan a broad curriculum that covers all areas of learning. There is a focus on children becoming 'confident communicators'. The nursery and planned activities are rich in language opportunities. Activities are inspiring and support individual children's needs.
• Partnership with parents is strong. Parents speak very positively about all aspects of care and learning their children receive. They state that the nursery is fully inclusive and their children's individual needs are met. Parents say that they feel welcome and involved in their children's learning. They comment on the good progress their children make, particularly, in their language development. They say that their children are excited and happy to attend.
• Children demonstrate a love of books, seeking books for reference to read alone or in group story time. New vocabulary is introduced to challenge their thinking, for example, staff explain about the 'habitat' in Africa when children choose books about animals. They have opportunities for singing, and they giggle when playing the 'hot potato' game, rolling a ball to one another as they sing along.
• They show sustained concentration as they take part in the daily 'Boogie Beats' using rhythm sticks and listening to instructions. Resources for mark making are easily accessible throughout the nursery, and children are learning the skills they need in preparation for reading and writing and to transition to school.
• The manager is ambitious. She is passionate about her role and has high expectations for the staff and the children. The manager and the senior management team fully support the staff to pursue their own professional development. Training is positively encouraged. Appraisals, supervisions and daily communication mean the manager is aware of any issues. Staff comment that they are happy and feel valued and that their well-being is considered.
• Children enjoy time outdoors and learn to take managed risks safely. For example, they develop their physical skills and coordination as they follow the path on bicycles. They negotiate space well trying not to bump into their friends. They learn about weight and measurement by using pulleys and bucket weights, and they explain to visitors how these work. Children enjoy water play. They pour water and learn what sinks and floats. Babies enjoy fresh air and space in their own dedicated garden. Staff provide sensory experiences in the herb garden, and children enjoy using the balls. Staff are attentive and encourage the babies' speech by repeating simple words as they play.
• The session runs smoothly throughout the morning, and children are engrossed in their play. Staff ensure that babies' individual care needs and routines are met. Babies enjoy the activities that are provided and interactions they receive from the nurturing staff. However, the organisation of mealtimes means staff are sometimes busy with other tasks. Therefore, they are not able to focus on supporting the younger children and, particularly, babies for a smooth transition from play to mealtime and sleep time.

What the setting must and should do next

The provider should:

• improve the organisation of meal and sleep times to ensure that all children are fully engaged at these times.