Kite Ridge

What is it like to attend this early years setting?

Staff ensure that robust systems are in place to provide a secure and nurturing space where children thrive. Leaders and staff are committed to getting to know children well as individuals. They take time to speak to parents about each child's likes and interests before they start at the setting. Consequently, children settle well right from the start. The ambitious management team is dedicated to providing a high-quality, inclusive provision where all children feel safe and valued and have fun. Children build trusting and caring bonds with the sensitive staff, who are highly responsive to each child's needs.

Children arrive happy and keen to start their session at this fun and engaging setting. Leaders and staff carefully plan activities that stimulate and engage children. They tailor these activities to suit children's current preferences and use them to support children's learning. For instance, children who have expressed an interest in animals and nature are provided with a wide variety of toy animals and real plants to recreate natural scenes. Children learn animal names and the noises they make, as well as how to count and sort them for various reasons.

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

• The setting is led by a committed leadership team who are passionate about what they do. The team has a clear vision about what they want the children to learn and benefit from during their time at the provision. Staff work effectively together to ensure that they successfully implement a broad and ambitious curriculum for all children.
• Staff carefully deliver individualised programmes for each child. These detailed plans are prepared prior to each session and for each child. Staff evaluate these plans at the end of each session and share this information with the team. Consequently, children make very good rates of progress at the setting.
• Children behave well. The staff are excellent role models and actively encourage children to make positive choices. Children are friendly and keen to help. For instance, children are very keen to help staff set up art and craft activities. Staff use praise effectively and provide clear expectations that children generally adhere to.
• Staff encourage healthy lifestyle choices. They sit with children at snack time and eat healthy options, such as fresh fruits, modelling good choices. Staff talk to children about the benefits of eating healthy foods and encourage children to try new food. Children benefit from accessing the large outdoor areas and having the opportunity to run, climb and tackle obstacle courses. Activities are adapted for individual children's needs. For example, swings have cushions and blankets added to make them accessible and safe for children who are unable to sit unaided.
• Leaders have established some positive links with other professionals and settings, such as the local residential setting and speech and language therapists. However, this is not always consistent. Children do not always benefit from the various adults working with them communicating and working collaboratively to best support their progress and development. For example, staff do not always share information with other settings that children attend, to ensure a consistent approach.
• The quality of teaching is good. Staff skilfully play alongside children, narrating their play and modelling ambitious vocabulary. They ask children questions and make suggestions to deepen their understanding and strengthen their skills. For example, children are challenged while junk modelling to think about what might happen if certain parts were put in certain areas. Staff encourage them to think about balance and how best to support elements of their model with additional items, such as tape and glue. Children's problem-solving skills are promoted well.
• Partnerships with parents are strong. Staff communicate frequently and effectively with parents and share pertinent information about each child's progress. Parents trust the staff implicitly and report positively on the warm, welcoming and highly professional staff.
• Leaders are reflective in their practice. They are dedicated to providing the best care possible and regularly evaluate the provision. Staff access a variety of courses to enhance their professional development. For example, this includes training that helps staff to understand neurodiversity and how best to support neurodiverse children.

What the setting must and should do next

The provider should:

• strengthen communication with other settings to promote a more consistent approach in supporting children's progress.