Kindred Twickenham Day Nursery

What is it like to attend this early years setting?

Children have built strong relationships with the staff team. Children are confident to move between the rooms in the nursery. This gives toddlers and pre-school children time to play together. Staff supervise children to ensure that they are safe as they free flow between the indoor and outdoor space. Children also look out for each other and will often check in on where their friends are. This helps them to build their self-confidence and learn skills from each other.

Many parents do not come into the early years setting as they would have done previously. Instead, they come into the reception area. Parents and leaders view this as a positive aspect as there are less people 'going in and out' and it is safer for children as they move around.

Children's individuality is key to the leaders' expectations of their development. Staff use children's interests to engage them in learning. For example, children who need additional support are keen to explore the sensory area and listen to music. Staff follow these interests to promote children's language and help them to build relationships. This supports all children to reach their full potential.

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

• Leaders and staff know the importance of working with parents to support children in their development. Parents share their positive experiences of using the nursery's online app. They receive detailed observations and daily updates about their children. Most parents know what their children can do and what they are learning next. As a result, parents feel supported to continue building on their children's skills. Parents are confident to share concerns around their children's progress, if needed. This helps to provide continuity for children's development.
• Staff engage children in learning and also allow them to explore in their own play. Children are confident to always share their own ideas, especially when being creative. Staff facilitate children's ideas, such as by providing a range of tools and materials. This helps children to express themselves. Children become confident in their own abilities.
• Staff support children in developing their independence skills. Toddlers know how to wipe their noses and put the tissues in the bin. All children cut their own fruit at mealtimes. This helps children to build on their self-care skills.
• Children are proud of their nursery and take pride in their environment. Toddlers sing along to the tidy-up song as they put away the toys in the correct places. Pre-school children tend their allotment in all weathers. This helps children to develop a sense of the world around them and feel part of a community.
• Staff use songs, nursery rhymes and stories as a key tool to help children to develop in all areas. For example, staff use finger rhymes with the toddlers to introduce numbers. In the pre-school room, staff excite children by reciting 'nonsense' stories. Children laugh together and then work as a team to share the correct version of the story. This helps children to become good listeners and confident speakers.
• Children learn about a range of feelings during song time. However, staff do not link children's new knowledge of feelings to real-life experiences. For example, following unwanted behaviour from children, staff do not discuss with children about how their actions made their friends feel. This does not help children to learn about the consequences of their actions.
• Staff engage in natural conversations with children during their play to extend their vocabularies. Pre-school staff use signs and adapt language to support children's individual needs. Staff are inclusive and use these strategies with all children in pre-school. Children learn how to build supportive relationships through these meaningful interactions.
• However, staff in the toddler room do not consistently develop their practice to support children's language development. Staff do not enhance their practice and use a range of strategies, such as using signs and visual cues, to benefit all children, including those with additional needs. This does not support all children in being comfortable to use a range of vocabulary.

What the setting must and should do next

The provider should:

• help children to know and understand about the consequences of their behaviour and how it makes other children feel
• support staff to enhance their communication skills to meet all children's needs in the toddler room.