Kirkley Nursery

What is it like to attend this early years setting?

Children arrive happy and excited to start their day at this friendly nursery. They find their coat pegs and separate from their parents with ease. Pre-school children look through windows to find their friends. They wave as they enter the nursery and announce, 'I am here'. Children immediately settle to play. They show confidence in selecting activities of their choosing. Babies enjoy water play. They investigate blocks of ice and play with toy penguins. Toddlers become engrossed in rolling cars down ramps. They notice tyre tracks forming as cars roll through paint. They name the colours they see and clap when their car reaches the ground.

Children benefit from plenty of fresh air and physical exercise. This helps to promote their good health. They initiate chasing games, use bats and balls and fill buckets of sand. Pre-school children set out their own obstacle courses using cones. They balance on beams and tell staff, 'look at me'. Children develop their physical strength as they carry tyres and containers of water. Staff have planned the outside spaces to ensure that activities are varied and stimulating. Children benefit from access to quiet activities. For example, they spend long periods of time looking at books and painting egg cartons.

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

• Children behave well and understand what is expected of them. For example, they line up at the door to go outside. Children share toys and sit quietly on the carpet during 'good morning' routines. Toddlers tell each other 'it is tidy-up time' when staff shake tambourines. Staff reinforce behavioural expectations. They remind children to have 'walking feet' and 'kind hands'.
• Staff support children well to develop their fine motor skills. Toddlers use paints and chalks to create their own pictures. Pre-school children participate in 'disco dough' sessions. They roll, pat and poke their play dough as they sing songs.
• Children with special educational needs and/or disabilities receive good levels of care. Staff complete timely referrals and engage with a range of other professionals. Children enjoy opportunities to play in dedicated sensory rooms. They smile as they notice their reflection in mirror balls.
• Children demonstrate a good level of independence. Babies stack their bowls after eating healthy snacks. Toddlers peel bananas and pour their own drinks. Pre-school children manage their own self-care routines. They show competence in dressing in and out of waterproof clothing.
• Partnerships with parents are strong. Parents comment that communication is thorough, and they feel very well informed. They say the nursery is a 'safe haven' and that their children are 'thriving'. Parents say staff are 'incredible and always willing to listen'.
• The leadership team and staff work closely together. They evaluate the nursery and strive to provide the best possible environment for children to learn and develop. The new manager nurtures an ethos of professional development and well-being for staff. For example, she monitors staff's workload and evaluates when any changes need to be put in place.
• Staff play closely with children and show an interest in what they are doing. However, staff do not always recognise when children who are less confident would benefit from their interaction, to further support their learning.

What the setting must and should do next

The provider should:

• support staff to provide higher levels of teaching and interactions with quieter, less-confident children to further extend their learning.