Norto5 KIDZ Academy - Cuckfield

What is it like to attend this early years setting?

Children thoroughly enjoy their time at the setting. They are happy, safe and develop a secure sense of belonging. Staff greet children with a warm welcome as they arrive. They catch up on children's news and mirror their excitement as they talk about meaningful events, such as holidays. Children invite others into their play and enjoy each other's company.

Staff support children to make connections with the world around them through play. For instance, children learn about construction sites as they play in the building area. Staff help children understand how builders stay safe by wearing hard hats and high-visibility vests, and why these are important. Children work in collaboration. They assign each other roles as they work together to build a wall out of play bricks. They gather, load, deliver and dump the bricks using construction vehicles.

Children behave well. They listen to instructions and follow the rules with ease. For instance, children wait patiently. Children develop good attitudes towards their learning. For example, staff encourage children to persist with things they find difficult, such as using rolling pins. Children take pride in their achievements, as staff take photos to share with parents. This supports children to develop good self-esteem.

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

• The manager uses effective supervision to provide staff with the knowledge, skills and support they need to be effective. This is reflected in the quality of teaching and the progress that children, including children with special educational needs and/ or disabilities, make from their starting points. Staff work well with parents and professionals. For instance, parents receive regular updates on children's progress and care. They report that their children have grown in independence and confidence during their time at the setting.
• The manager and staff know the children well. They implement a curriculum that builds successfully on what children already know. They plan interesting activities to capture children's curiosity and promote their next steps in learning. However, on occasion, staff over complicate activities by adding too many resources. This can dilute the learning intent. For example, staff use water and food colouring to help children learn how secondary colours are made. However, children become distracted by the herbs and glitter that staff add to the tray.
• Staff support children's emerging speech and language well through quality interactions. For example, staff come down to children's level when communicating, taking care to engage children's listening skills as they model clear pronunciation. Staff expand children's vocabulary as they introduce words such as 'pipette' and 'funnel' during water play. This helps children develop the skills they will need to be effective communicators.
• Staff help children develop an understanding of early mathematical concepts. For example, they help children identify patterns as they twist two different-coloured pipe cleaners together to make 'candy canes'. Staff introduce size and volume as children make hot chocolate in the garden. Children pour their mixtures into a variety of containers and explore the concepts of 'full', 'empty', 'heavy' and 'light'. This helps children develop a secure foundation to support future learning.
• Staff promote and model compassion consistently well. They pose simple questions to help children make kind choices. For example, staff identify that there are not enough chairs for a friend who is wanting to join the activity. Children consider how they might help, before moving their chairs to create more space for their friend. The meaningful praise children receive helps validate their positive behaviour. Children start to develop valuable friendships as a result.
• Staff provide children with opportunities to develop their independence skills. For example, children learn to look after their own care needs, such as feeding themselves. Even the youngest children attempt to put on their own coats and shoes in preparation for garden time. Children tidy up and put their own belongings away. This helps increase children's confidence and prepare them well for their eventual move to school.
• Children have lots of opportunities to practise and refine their motor skills, preparing them well for future writing. For example, children strengthen their hand muscles and dexterity as they manipulate play dough. They pound, squeeze and roll the dough as they create models. Children enjoy being active in the garden. They kick balls, ride tricycles, run and learn to balance as they navigate beams.

What the setting must and should do next

The provider should:

• review activities and resources regularly to ensure they securely promote the learning intent.