Monkey Puzzle Kettering

What is it like to attend this early years setting?

Children and their parents are welcomed into the setting by kind and friendly staff. Staff get to know children well, developing trusting bonds. This helps them feel secure, confident and ready to engage in learning.

Leaders have worked closely with staff to develop and implement a curriculum that is ambitious for all children, including those with special educational needs and/or disabilities (SEND). Staff sequence learning so every child can build on the skills they have already achieved. For example, babies use spoons to scoop rice to develop the skills required for using cutlery independently. Children show a positive attitude to learning. They actively explore the nursery and select from the many experiences on offer. Staff plan and join in activities that build on children's development. For example, staff help pre-school children make pretend birthday cakes from dough. They count matchstick candles and match them to number cards. This supports children's awareness of numbers. Toddlers use pipettes to mix coloured water in bowls while staff assist them in observing how the colours change.

Children listen well and follow instructions. Staff use daily routines, which they display on the visual timetable to help children know what is expected of them. For instance, children know to find their name cards on their chair at lunchtime and quickly sit down for lunch.

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

• Leaders have a clear and ambitious vision for the setting, with a strong focus on raising quality. Since the last inspection, they have taken purposeful steps to strengthen staff's knowledge and improve curriculum implementation. Leaders regularly evaluate practice through observations, planning reviews and staff discussions. They act on their findings to make meaningful enhancements.
• Children make good progress from their starting points. Staff make regular observations and assessments to gain an understanding of what children know and can do. They select weekly focus children to help them identify specific learning needs for each child. This helps them to plan activities to support children's ongoing development.
• Overall, children's communication and language is well supported. Staff promote early language development by reading stories, singing songs and engaging in conversations with children. However, staff do not maximise opportunities to extend and build on vocabulary during play. As a result, not all children make the best possible progress in their language development
• Children take part in regular physical activity. They enjoy riding tricycles and climbing in the garden. Children use tools, such as tweezers, scissors and rolling pins, with confidence. Staff plan these opportunities to build on children's physical development.
• Overall behaviour is good. Children cooperate well and follow the nursery rules. However, staff are not always consistent in managing behaviour. Although they intervene promptly in response to negative behaviour, they do not consistently explain to children how their actions affect others. This does not help children understand the impact of their behaviour.
• Staff use daily routines to teach children about health and hygiene. Children know to wash their hands before eating and after toileting and are provided with healthy, home-cooked meals. In addition, staff plan activities to help children learn how to keep themselves healthy. For example, staff provide a hand washing activity where children wash the painted 'germs' off the gloves.
• Staff support children with SEND consistently. Those responsible for SEND are on hand to guide staff and help children. Staff work together with parents and the relevant professionals to ensure that support is provided in a timely manner. Children who require more support have targeted support plans in place.
• Partnerships with parents are good. Parents are happy with the nursery and comment on the 'positive relationships' that their children have with the staff. Staff share children's progress and current learning targets with parents through daily discussions and information shared on the app. This helps to provide continuity of care for children.
• Leaders encourage staff to continually enhance their skills and knowledge. Staff undertake additional training and qualifications and discuss their professional development at formal supervision meetings. Staff are encouraged to be reflective of their own practice. They report that they are well supported by leaders and the wider team.

What the setting must and should do next

The provider should:

• support staff to develop their interactions with children to help build on developing a wider vocabulary
• help staff to use consistent approaches to support children's behaviour, helping children to recognise the impact of their actions.