Kindred Shortlands

What is it like to attend this early years setting?

Children arrive at the nursery happily and staff greet them warmly. They separate confidently from their parents as they feel safe and secure. Children are confident learners. Babies snuggle up to nurturing staff as they share books. Older children enjoy a parachute activity where they follow instructions and learn about working as a team. They excitedly make the parachute into a tent shape and laugh as they all hide inside. Staff skilfully introduce mathematical concepts, such as shapes and positioning as children stretch out their bodies.

Toddlers are creative as they explore paint using different media. They make marks and are beginning to draw with a purpose. Toddlers skilfully create models using blocks. They know which shapes to select to make a house and expertly balance pyramids to make the roof.

Children learn the importance of being physically active to support a healthy lifestyle. Older children take part in a 'wake up my body' activity to help prepare their bodies for the day. Toddlers explore movement through music sessions. Babies learning to walk move themselves around the room with ease, using low-level furniture to pull themselves up to standing position. Babies delight as they use the see-saw. They excitedly rock backwards and forwards with gentle staff support. Staff make the activity fun as they enthusiastically sing nursery rhymes which encourages babies to focus.

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

• Leaders have been reflective since the last inspection and have taken action to address previous safety issues. They are ambitious and have effective systems to evaluate the nursery to improve outcomes for children. Subsequently, all children make good progress in their learning.
• Leaders give a high priority to staff's well-being. Staff say that they enjoy their work. They feel valued and listened to. Staff are provided with a range of training opportunities to support their own professional development. Recent staff training on emotional literacy has enabled staff to support children in expressing their emotions. This has been particularly beneficial during the COVID-19 pandemic as staff recognise that children may have missed out on opportunities to form connections with others.
• Partnerships with parents are good. Parents are very happy with the progress that their children make at the nursery. They say that they like the kind and caring staff, and they feel supported. Parents enjoy listening to songs that children have learned at the nursery. They appreciate the communication which they receive. Parents particularly like the use of the nursery's app, where they are able to find out what their children have been learning about.
• Children behave well and understand the expectations of them. Staff use positive language to reinforce key messages, such as 'good listening'. Older children collect 'bumble bees' to put on the chart to acknowledge positive behaviour such as helping others. Children are kind to their peers. They show concern for others when they accidently knock down another child's tower, and say they will help them to fix it. Children learn about taking turns. They have the opportunity to take 'Bella the Bear' home, and then later share their adventures with the group.
• Staff plan the curriculum well to provide children with a range of interesting indoor and outdoor learning opportunities. Older children learn about the environment through growing and planting activities, and become 'nature detectives'. There are many resources and activities available to children. However, staff do not consistently think about how they can encourage babies to explore using their senses. Although there is a sensory room provided, staff do not use this effectively with babies. Also, the resources which staff make available to babies in the outdoor area provide limited sensory experiences.
• Teaching is generally effective and children make good progress from their starting points in learning. However, the quality of teaching is occasionally inconsistent. For example, when children are building with blocks, staff miss opportunities to extend children's language as much as possible, to help them make the best possible progress.
• Staff support children's health well and follow good hygiene routines. Children know how to stop the spread of germs, such as through regular handwashing. Staff have reflected on how they support children with their toileting needs. They offer regular reminders for children and are available to provide sensitive support when needed.

What the setting must and should do next

The provider should:

• enhance activities for babies to further support their sensory play, exploration and learning
• develop consistency in staff's teaching of communication and language, to provide more opportunities for children to build their language and thinking skills.