L A Kiddicare

What is it like to attend this early years setting?

Children arrive happily and are greeted by warm and enthusiastic staff. They settle quickly and find something they enjoy to play with from the wide range of activities on offer. Staff are responsive to children's emotional needs and provide comfort if they are upset. Babies receive lots of cuddles and enjoy hearing songs and stories. In return, they smile and wave as they interact, showing that they feel safe. This sense of security helps them to learn. Children enjoy exploring the outdoor areas. Staff encourage them to explore their senses as they re-create the story of 'We're Going on a Bear Hunt'. Children wriggle through sticks and blow 'snowballs' into the air. Staff motivate them to repeat key words from the familiar book, which supports children's language and literacy development. Additionally, staff provide older children with brushes to paint on the wall. They handle tongs to 'pinch' items from bowls. Children's early writing skills are well supported.

Leaders are ambitious for children's education and care. They have created a well-sequenced curriculum to help prepare children for their future learning. Leaders work with local schools to seek information about what skills and knowledge children need the most, in order for their transition to be smooth and effective. Staff encourage children to be independent. They support older children to set the table for lunch and to have a go at serving their own food.

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

• Staff know how to plan ahead and deliver activities which help children achieve key goals in their development. However, they do not consistently deliver the high-quality interactions needed in child-initiated play, to help children become effective, independent learners. For example, when children have their own ideas for a game, staff sometimes ask a large number of adult-led question or divert them to a planned activity. This interrupts children's imagination and creative-thinking skills.
• Children mostly behave well. They are kind and polite to their friends and staff. Occasionally however, children become distracted and a little disruptive. Although some staff use effective strategies to calm children and regain their attention, these are not consistently implemented. This leads to children not understanding what is expected and losing focus from their learning.
• Children learn about their local and wider communities. Staff regularly invite visitors into nursery to help children respect differences, such as disabilities. Additionally, staff help children acknowledge a range of multi-cultural festivals, in addition to their Jewish holidays. Staff take children to visit local shops and parks. This helps to extend their knowledge of the world.
• Staff help children learn how to be safe and healthy. All children wash their hands before mealtimes and after toileting routines. Children enjoy a wide range of fresh, healthy food. Older children talk about their favourite vegetables. When outside, children are encouraged to balance on beams and take care in order not to fall off. This teaches children to be aware of their own risks, safety and well-being. Children's physical development is well supported.
• Leaders are good role models for the staff. They support their on-going development through supervision and guidance. Leaders model using effective language with children and how to manage any difficult behaviours. Staff are learning many effective teaching skills. Leaders also support staff emotionally and address any individual support needs. This helps all staff to provide children with a good quality education.
• Parents are extremely happy with the service and care their children receive. They enjoy the photos they receive and know that they can speak with the manager or child's key person if they have any queries. Parents are well informed about what children are learning and how they can embed this into their own routines. This helps children continue learning at home.
• Staff frequently expose children to mathematical problems and contexts. For example, as children fill and pour from containers, they discuss the concept of being 'full' and 'empty'. Additionally, staff regularly encourage children to count during play and think about having 'more' or 'less' items. Children's mathematical skills are developing well.

What the setting must and should do next

The provider should:

• help staff recognise and respond to children's emerging needs and interests during play, to help extend their learning even further and enable them to access a broader curriculum
• help all staff to consistently implement strategies that help all children learn how to follow instructions and understand boundaries, so that there are fewer disruptions to their learning.