Minik Kardes @ the Factory Children's Centre

What is it like to attend this early years setting?

Children are happy and safe at the nursery. They learn to share, take turns and respect each other. Children choose activities from the well-organised environment. This challenges their thinking and allows them to test out their play ideas. For instance, babies learn to make wet sand by adding one scoop of water at a time, and mixing into the dry sand. When children find some situations challenging, they learn to think of different solutions. For instance, older children learn to mix red and yellow food colouring to make orange play dough when they run out of orange food colouring. All children, including those who receive additional funding, make good progress from their starting points.

Children are good communicators. Those children who speak English as an additional language, or have other cultural backgrounds, are included well and their uniqueness is respected. Children are also taught through strategies, including visual cues and signing to further enhance their interactions with each other. Children develop good physical skills and are keen to play outdoors as the staff make the environment exciting for the children. For example, staff talk to children about the fruit and vegetables that they have sown together in the nursery garden, like strawberries, mint and carrots.

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

• The managers and staff work well together. Staff feel valued and well supported by the managers, who lead the team well. Staff are well qualified and the quality of education provided is good.
• Children benefit from a happy and relaxed environment within the pre-school. Staff get to know children's individual personalities well. They recognise the uniqueness of each child and tailor their care needs accordingly. This supports younger children to develop strong bonds with staff and helps them to develop confidence in moving from home to the pre-school happily.
• Children benefit from opportunities to develop their good communication and language skills. Staff model language and pronounce words clearly for children to hear. For children who need extra support with communication, staff offer visual aids, such as pictures, to help them understand about daily routines. Children make good progress in their communication skills.
• Parents speak positively about the provision. They comment on the friendliness of staff and how they regularly share children's progress and key achievements with them. Staff use newsletters to inform parents of future topics and other relevant nursery information. Parents comment on how this helps them to continue supporting their children's learning at home. Parents compliment on how confident and independent their children have become during their time at the setting.
• Staff keep a close check on the progress children make. Children in receipt of additional funding and those with special educational needs/and or disabilities (SEND) are supported well. The special educational needs coordinator ensures that children with SEND are offered good support. She is swift to work in partnership with parents, and other professionals, in order to help these children reach their full potential.
• Children understand the importance of good hygiene routines. They wash their hands before and after meals. Younger children are shown in the mirror to wipe their noses using the tissues provided and then to throw the tissue in the bin before washing their hands. This helps to further encourage children's understanding of personal hygiene.
• Children enjoy plenty of fresh food, which is nutritious and meets their dietary needs. Children are encouraged to brush their teeth after lunch to help them understand the need for oral hygiene.
• There is a high focus on children building a very strong relationship with their key person. Staff receive good training in this aspect of their role. However, there are times when children become too dependent on their key person. Staff do not always support children, when they are unable to give them the attention they need, to develop confidence in directing their own play.

What the setting must and should do next

The provider should:

• support staff to help children develop more confidence as they play and learn.