Newcastle Kindergarten

What is it like to attend this early years setting?

Settling-in procedures are tailored to meet children's needs. Staff share and gather key information about the children from their parents over time. This helps to ensure staff have a good understanding of their key children. The curriculum is varied. Staff plan a range of stimulating and enjoyable experiences for children to engage with. They think carefully about what they want children to learn as they access learning experiences. Consequently, children are flourishing in their development. Most of the time, children confidently and independently access the learning experiences on offer. Children of all ages enjoy sensory experiences, such as water, sand, rice and mud play. They use their hands, along with a range of other equipment, to explore the material.

Staff are kind and gentle in their approach. They are swift to respond to children during the day, particularly if children become upset, tired or hungry. Consequently, children have developed positive bonds with the staff who care for them. Staff have clear expectations for children's behaviour. They remind children of the rules and praise them for what they do well. Children have lots of opportunities to construct. Younger children are given a range of different sized blocks that they practise stacking on top of one another. As children get older, they start to carefully place a range of sized blocks and other construction equipment to build with purpose. Children, with the support of staff, think about what their structure needs to be complete, including doors and windows.

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

• Leaders use a range of methods to monitor staff practice. They support staff to reflect on their practice. Staff and leaders work together to identify further support and training opportunities. This helps to develop staff's knowledge and skills even further.
• Leaders have designed a curriculum which is ambitious. Staff use their knowledge of child development well to help plan a range of purposeful learning experiences for children. This helps to ensure children make continued progress in their development.
• Most children show an eagerness to engage in the learning experiences on offer. Staff talk to children about what they have set out and what they will be learning about during this time. However, there are a few children who, occasionally, require more support from staff during free play to sustain high levels of engagement.
• Leaders are keen for children to leave their setting able to communicate and express their needs. Staff complete assessments on children's speech to identify what further support or specialist support a child may require. Babies enjoy sensory books, which they touch and feel. Staff have also attended training about how they can further develop children's speech and imagination through a 'magic story box'. Staff provide children with rich vocabulary as they re-enact stories using props. Older children are exposed to new words, such as 'citizens' and 'rescue'.
• Staff carry out whole-group activities for older children. They are enthusiastic and use a range of props and equipment to get children interested to join in. This works well for most children. However, at times staff do not differentiate the learning experience to ensure all children's learning is maximised during this time.
• Partnership with parents and/or carers is a strength of this setting. Staff keep them informed of their development and their child's day. They routinely share children's next steps with parents and/or carers. Staff also provide them with resources and equipment they can take home to complete with their child. This helps to ensure parents and/or carers are fully supported to continue their child's learning at home.
• Leaders and staff work well in partnership with other professionals. They regularly observe and monitor children's development. This information is then used to identify what further support or specialist help a child may require. Leaders work alongside parents to make referrals, where needed.
• Children of all ages thoroughly enjoy their time outside. They have access to a range of experiences that allow them to get physical in their play. Children have fun as they run, climb, walk, hop and balance outside.
• Leaders take steps to follow the correct staffing ratio requirements. Staff deploy themselves well to supervise children as they play. Leaders ensure there are enough first aiders on site while children are present. Staff have secure knowledge of the steps to follow if a child suffers an accident. Leaders keep robust records of any accidents children may have.

What the setting must and should do next

The provider should:

• improve whole group activities to ensure all children's learning is maximised and tailored to better meet their needs
• support less confident children during free play to sustain high levels of engagement.