Kindred Mickleover Nursery and Pre-School

What is it like to attend this early years setting?

Children settle quickly in this nurturing setting. Staff work closely with parents to ensure they have all the information they need to support children's emotional well-being. They use this to plan effectively for children and build on their interests and fascinations. Staff pay close attention to children's verbal and non-verbal communication. In the baby room, staff repeat single words to extend children's vocabulary. This also supports babies' understanding of new language. Babies respond positively to staff. They snuggle into them for comfort as they share books and stories. Babies particularly enjoy hearing and then repeating animal noises.

Children benefit from spending time outdoors. Leaders and staff support children to engage in active play using a range of interesting equipment and planned opportunities. This helps to promote children's cardio health as they lift and shift resources to create a complex obstacle course. Staff offer just the right amount of support for children to develop their confidence. For example, they offer to hold their hands as children have a go at tricky tasks, such as balancing. Children are keen to show off their skills to visitors. They demonstrate pride in their strength and physical skill. Children take turns on the obstacle course and offer support to their peers. For example, they make sure narrow planks are secure before their friends attempt to walk across them.

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

• Leaders have developed a comprehensive and well-sequenced curriculum that supports children's development throughout the setting. Leaders have ambitious expectations of children. They support staff to plan for individual learning styles. This helps to ensure children make good progress across all seven areas of learning.
• Leaders provide positive and purposeful feedback to staff. This supports individuals to reflect and identify how they can strengthen their practice. Staff access numerous professional development opportunities, which help to extend their skill and knowledge. Staff report that they feel well supported and valued by leaders.
• Staff are strong role models for children's communication. They provide a language-rich learning environment. For example, staff create opportunities for children to talk about the tasks they have completed at home. Children demonstrate use of a wide vocabulary and develop as confident communicators.
• Staff embed routines that support children to develop their independence and carry out tasks for themselves. For example, older children serve their own lunch. They competently use serving spoons to scoop food onto their plates. Staff engage children in laying the table and preparing for mealtimes. Younger children confidently pour their drinks from small jugs. This also helps to develop their hand-eye coordination. Staff readily praise children on their achievements.
• Children enjoy sensory play. Staff plan interesting opportunities and incorporate characters from familiar stories. Adult-led play is highly effective. Staff facilitate children's learning as they make suggestions and encourage them to experience different textures. However, staff do not consistently provide high-quality opportunities for child-led play through continuous provision. This limits children's ability to lead their own play and fully extend their thoughts and ideas.
• Children access many opportunities to mark make. Staff provide an interesting range of tools for children to choose from. Children demonstrate focus and skill as they draw pictures of their favourite things, which they are keen to share with staff. They also enjoy mark making on a larger scale at the easel. The large movements children make as they draw on the vertical surface help to develop the strength and control in their joints needed for early writing.
• Staff support children to develop healthy lifestyle habits. Children benefit from fresh air, exercise and the provision of healthy meals. Staff talk to the children about the meals they are eating and which foods will help them grow. Children pour their own water and understand the need to stay hydrated. Parents state that children talk about the importance of toothbrushing at home, following discussion about this at nursery.
• Support for children with special educational needs and/or disabilities (SEND) is sound. Leaders work closely in partnership with parents and external agencies. Staff skilfully provide targeted intervention. This helps children with SEND to make good progress across all seven areas of learning.
• Parents report how happy they are with the family atmosphere across the nursery. They are delighted with the progress that children make while attending. Parents comment on the wide range of learning opportunities on offer. They explain how eager children are to arrive and appreciate the strong friendships that they form. Parents are delighted with the nurturing relationships that staff develop with their children. They are confident that their children are safe and secure in this caring setting.

What the setting must and should do next

The provider should:

• support staff to provide continuous provision opportunities that ensure children are able to play independently and develop their own ideas even further.