Kingswood Daycare Nursery

What is it like to attend this early years setting?

Children are happy and confident as they come into the nursery and seem eager to start their day. They have close, warm bonds with staff who are very kind and caring. For instance, staff quickly comfort babies who are new to the setting and sing to soothe them. Children show that they feel safe and secure as they play and explore with confidence.

Children have access to an environment that is well thought out, and the resources on offer are inviting. They display high levels of curiosity and engagement and show a positive attitude towards learning. Babies develop their gross motor skills during imaginative play. Toddlers build on their language skills as they answer simple questions at story time, and older children talk about life cycles and the world around them as they play. All children make good progress from their starting points.

Children behave very well. Staff regularly talk to children about what is going to happen next and give them countdowns before transitions. This helps children settle quickly. During animated conversations with their friends, children learn how to share and take turns. Staff ask them, 'what can we do to share?' When children find it difficult to express their emotions, staff talk to them calmly and spend time playing with them.

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

• Leaders and staff have a good understanding of what they want children to learn. They know how to sequence the curriculum so that children are ready for the next stage of learning. For example, babies learn how to throw and roll large balls and older children learn how use bats to hit balls to one another as they play.
• There are times during adult-led activities, when children do not have opportunities to share their ideas. For instance, during an exploration activity, some children do not have the opportunity to share their ideas about the resources available and adults later take the lead in their imaginative play. On these occasions, children do not fully benefit from the education opportunities available to them.
• Children with special educational needs and/or disabilities are very well supported. Staff work closely with other professionals to help children and their families. They provide children with tailored support as they play and learn. Staff focus on children completing short activities independently and use visual prompts to help build children's understanding of daily routines.
• Children make good progress in their communication and language skills. Staff provide a narrative for children as they play, they introduce new language, such as 'paw' and 'ewe' during story time, and use sign language for children who find it difficult to understand some of the routines. Staff also learn words in children's home language to support their language development. Children at the setting are confident communicators. For instance, older babies say 'I need help' when they want assistance from adults.
• Staff support children to develop their self-help skills. For example, they select children to hand out cups at mealtimes. Children are eager to help staff and happily give their friends cups that match the colour of their place mats. Babies serve up their own snack and peel small sections of banana, and toddlers use a variety of strategies to put their coats on. This all supports the progress children make in this area.
• Partnerships with parents are very positive. Parents describe the setting as a 'home away from home' and say that staff are 'devoted' to their children. The setting keeps parents up to date regularly about their child's progress through conversations and an online application. Parents have termly meetings and staff involve them in setting targets for children.
• Leaders are committed to offering high-quality care and learning experiences for all children. They are very reflective and have plans in place that would help children have more opportunities to take the lead in their own learning.

What the setting must and should do next

The provider should:

• consider the organisation of activities so that children have more consistent opportunities to lead their learning and share their ideas, so that they benefit fully from all the educational activities available to them.