Kingswood Day Nursery

What is it like to attend this early years setting?

Children are happy to attend the setting and are welcomed by staff as they enter. Children benefit from a highly ambitious curriculum, overall. They engage in stimulating activities throughout the day, that are planned around their interests and to enhance learning. Babies enjoy hand painting and using food items to print on paper as well as dressing up and are well supported with effective care routines. For instance, their early stages of independence are promoted with encouragement of drinking from cups without lids and the use of cutlery at mealtimes.

Toddlers and pre-school children enjoy sensory activities, such as spaghetti 'worms' coloured with pink food dye and shaving foam ice-cream making. Children sit quietly and listen to stories that are read by enthusiastic staff, who use puppets and visual prompts to support learning. Children are well behaved and demonstrate a secure understanding of the routines of the day. For example, they tidy up after various activities and queue for the toilets and wash their hands. Children's independence skills are promoted throughout the setting. This becomes apparent when babies self-select resources and toys, and toddlers and pre-school children self-serve their lunch. Children are encouraged to assess their own risks and reflect on their capabilities. For example, a child was able to stand on some small steps to reach the tap to wash their hands, turn the tap off and then climb down the steps. Children demonstrate positive behaviour by helping their peers, taking turns to access equipment and share resources.

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

• The setting has a strong ethos of supporting children's independence and resilience. There is a particular focus on developing effective communication and language skills. Children engage in conversations with members of staff and their peers. Each room have a 'word of the month' system, whereby words are chosen that are given specific focus and are used regularly and in conjunction with activities to embed learning and understanding. For example, the words 'jump' and 'smooth' were being promoted and children were encouraged to jump outside and sing songs that included the word as well as asking children to describe the textures of objects that were smooth.
• Staff carry out regular observations and, overall, have a good understanding of where children are in their learning. However, some staff are less confident and do not always have detailed knowledge of what children can do. For example, some staff cannot confidently identify specific gaps in children's individual learning, therefore, next steps in learning are not always securely planned for.
• Parent partnerships are strong. Staff gather relevant information about the children from parents during settling-in sessions and use this information to support children when they attend. Staff communicate extremely well with parents daily and regularly share updates on children's progress. They send out regular newsletters, reports and have parents' meetings to ensure there is always a two-way flow of information. Parents say they feel supported and involved in their child's learning journey and remark that they are very content knowing their children are happy and being looked after well.
• Staff set out activities for children that are stimulating and engaging. Staff position themselves around the environment to ensure children are well supported. Staff are very warm, welcoming and approachable towards the children. They engage in conversations with children that promote fun and laughter as well as their communication skills.
• Managers are extremely effective in providing children with an engaging and well-equipped learning environment. Managers also ensure that children are given a broad range of learning experiences that effectively supports children's learning between the indoor and outdoor spaces, and they choose which activities to involve themselves in. Children play with a wide range of resources. For instance, each room has an area for children to access a collection of stories and factual books. Staff also read to the children and interact throughout the story. For example, staff ask the children to be a troll or a billy goat during the 'Three Billy Goats Gruff' story.
• The setting presents and promotes children's independence throughout and allows children to make choices and decisions. For example, groups of children are given small cubes to represent their vote, when asked which activity the would like to do. Staff explain to the children that the activity with the highest amount of cubes is the one that will be presented.
• Children are encouraged to understand their self-identity and have peg labels and nursery room photos to promote this. Children are able to select their label by their photo or typed name and position it on a peg of choice as they arrive each day.
• Managers are effective in supporting staff in their roles by carrying out regular supervisions and discussing development and training requirements and wishes. Managers work hard to reflect on practice and make changes and improvements to the setting when necessary. Managers are also continually striving to deliver high-quality care and ensure that staff have up to date knowledge to support their roles.

What the setting must and should do next

The provider should:

• ensure all staff have a good understanding of where children are in their learning in order to support them make the best possible progress.