King David Kindergarten

What is it like to attend this early years setting?

Children have a lovely experience at this kindergarten. Staff provide a calm and nurturing environment which helps children to feel safe, relaxed and included. A strong focus is placed on building trusting relationships and promoting children's emotional well-being. Children separate from parents with ease and quickly settle into play and learning with their friends. Staff have high expectations of children and support their understanding of the kindergarten ethos. Children learn to share, take turns and use their manners when interacting with others. They demonstrate kind and friendly behaviours and understand what is expected of them.

The curriculum for communication and language development is well implemented. Staff introduce a range of descriptive words to help children broaden their vocabulary bank. Older children learn to clap out syllables and develop their understanding of language further. Support for children who speak English as an additional language is particularly strong. Staff use flash cards, visual timetables and work very closely with language professionals to help children gain a good grasp of English. Some children who start the kindergarten knowing no English words are able to speak in sentences in a short space of time. Consequently, children are well prepared for the next stage of learning, particularly their move to school.

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

• The manager has a very good understanding of child development and the different things she wants children to learn. She plans a curriculum that is adaptable to support individual children's needs and interests. On the whole, staff implement the curriculum well and have a good understanding of the different ways that children learn. However, sometimes, group activities do not focus precisely enough on the curriculum intentions and what children need to learn next. Consequently, some children lose interest and become distracted from learning.
• The procedures in place for supporting children with special educational needs and/or disabilities (SEND) are strong. The special educational needs and disabilities coordinator (SENDCo) is knowledgeable and works closely with outside agencies to ensure that children receive the support they need. She implements targeted learning plans for those children who need them and makes timely referrals. This helps to ensure that children with SEND make good progress from their unique starting points.
• Children have a lovely attitude to learning. They learn to work as a team when taking part in dough making activities. Children demonstrate patience as they take turns to add ingredients. They skilfully use tools with precision and accuracy, showing good levels of concentration and perseverance. Children are becoming motivated and eager learners.
• Literacy development is well promoted. Children have access to a lending library and benefit from staff reading to them throughout the day. Staff engage children in story time, encouraging them to interact and share their ideas about the book. When singing, staff point out rhyming words and encourage children to copy. This helps children to develop an interest in stories and language and, in turn, a love of books.
• Children have lots of opportunities to be active. They take part in a morning 'wake up' activity, following instructions to complete different exercises. Children use the outdoor equipment confidently. They demonstrate good upper-body strength as they skilfully use the monkey bars to perform different movements. Children balance and climb independently, clearly enjoying the outdoor area. This promotes children's physical development and overall good health and well-being.
• Parents are happy with the quality of care provided for children. They are involved in children's learning right from the start. Staff collect information about what children already know and can do which allows them to plan appropriately from the beginning. Parents value the online app and receive updates about children's progress and next steps. They take part in stay-and-play sessions and enjoy sharing information about children's experiences at home. This provides consistency and continuity in care and learning.
• The dedicated staff team works very well together. Staff are incredibly passionate about the kindergarten and have a genuine love of their roles. Staff feel supported by the manager and value the focus on well-being. They access some training and receive general feedback on their practice. However, this is not yet specific or frequent enough to help them deepen their knowledge and skills even further.

What the setting must and should do next

The provider should:

• focus group activities more precisely on the curriculum intentions and what children need to learn next
• strengthen the procedures for monitoring professional development to help extend staff skills and knowledge even further.