Kristaval Day Care

What is it like to attend this early years setting?

This is a fun, warm and welcoming nursery. Children feel secure and happy with the friendly staff. Staff know each child well and ensure their individual needs are met. For example, if children feel unsettled when they arrive, staff give extra cuddles to help them settle into the morning activities. Children learn from a broad curriculum that reflects their interests and builds upon what they know and can do. For example, children line up large crates to make a train in the garden and staff help them to count the carriages. They develop fine motor skills by taking apart an old turntable with real tools. Staff support children to explore and be curious. Children are interested in what they are doing, are motivated to learn and all make good progress.

Overall, staff have high expectations of all children and encourage them to 'have a go'. Children cooperate with others and remind each other of the rules. They learn from the respectful behaviour modelled by staff. Children say, 'I am sorry, you will have to wait a minute,' when their friend asks for a toy. Children patiently take turns in a matching-pairs game and celebrate each other's success. Children learn to move around and use resources safely, as each room buzzes with activity.

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

• Staff deliver a broad curriculum and provide engaging activities. Staff base activities around themes that children show interest in. Pre-school children learn about sharing and friendship through the story 'Rainbow Fish'. They develop creative skills by making their own fish from different materials. They count the scales, name the colours and show pride in their finished work. Children show that they remember what they have learned when they talk about past experiences.
• Children have many opportunities to develop their communication and language skills. Staff model clear speech and use a good standard of English. Staff ask thought-provoking questions and show children that they are being listened to. This encourages children to speak confidently.
• Staff read to children often during play and daily routines such as circle time. Children excitedly join in with parts of the story that they know. Staff bring stories to life with the use of props such as a 'curious' teddy bear. This helps children acquire a love of reading and use a wide vocabulary.
• Overall, staff use assessment effectively. They identify what children know and can do and what they need more support with. Assessment is used to help to identify and close gaps in children's learning quickly. However, on occasion, some staff do not use assessment consistently to precisely challenge children to make the best progress possible.
• Children respond promptly to instructions and requests from staff. This helps to ensure they are ready to learn. For example, children attend a 'forest school,' where they learn how to be safe while exploring the woods. The good standard of behaviour ensures that children understand and follow the rules.
• Children feel secure. Babies develop confidence to explore due to the sensitive, attentive care they receive. Children climb the indoor slide with the reassurance and encouragement of staff. Older children learn to talk about how they feel. This helps children to develop the emotional literacy they need to express themselves.
• The leadership team has an ambitious vision of the care and education they want to provide. They follow detailed action plans to improve and enhance what the setting offers. They have developed new opportunities to learn outside of the setting and have strengthened links with local schools.
• Leaders ensure their staff are well motivated and enthusiastic. Staff feel well supported to manage their workload and their views are valued. However, leaders do not always precisely identify ways in which staff can continue to improve their practice to an even higher standard.

What the setting must and should do next

The provider should:

• support staff to use their assessments of what children know and can do consistently to inform teaching and provide suitably challenging activities
• monitor staff practice more precisely to continuously support them in raising the quality of teaching to the highest level.