Puddleducks Kindercare LTD

What is it like to attend this early years setting?

Children arrive excited and happy to explore what is on offer as they start their day at nursery. They are greeted by familiar and happy staff who are genuinely pleased to see them. The nursery is small and very homely. The environment is welcoming and organised. The broad curriculum is designed to build on what children already know and support their interests. Activities are designed to promote skills needed to be independent learners. This includes speech and language development. Seasonal themes, such as spring and growth, also help children learn about the world around them. For example, they enthusiastically and proudly show visitors to the nursery, caterpillars they have grown. They confidently explain they will form a chrysalis, and the process is called metamorphosis as the caterpillars will turn into butterflies.

The gentle and attentive staff are skilful in their interactions. They understand the importance to allow children time to play alone and discover for themselves. However, staff are sensitive in their approach and when to intervene to support and extend learning further. Children have formed close and trusting bonds, not only with their key person but with all staff as there is real sense of family. Staff provide children with praise and encouragement for their efforts. Staff are calm and nurturing and good role models for the children. Children concentrate as they listen carefully to the rules and learn to turn take. They demonstrate good behaviour.

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

• The quality of teaching is good. Lots of learning takes place outdoors. Although the nursery has a large garden, it is currently being refurbished. However, daily trips for all children to develop their physical skills and receive fresh air, are organised. They visit the local pond or woods. Children flourish outdoors. Babies and toddlers relish time feeding the ducks and geese. They excitedly talk about the geese flying away. They confidently run around in the woods, closely supervised, and squeal with delight as they master the skill of running up and down 'dips' in the woods.
• Older children show sustained concentration as they move logs to discover bugs living underneath. They negotiate with one another and work in small groups as they debate if their find is a centipede or woodlouse. They make bug homes, as they forage for bark and twigs to shelter their find.
• Children's understanding of simple mathematics is developing. Staff include mathematical concepts and language in all activities. For example, shape, volume, size and numbers are discussed. Children learn simple subtraction, as they sit on logs and sing favourite number songs.
• Staff engage children in meaningful conversations. They speak respectfully to the children and listen to what they have to say. Babies thoroughly enjoy lots of interactive, spontaneous singing. They know the rhythm and words to familiar songs and follow simple instructions. Older children ask lots of questions and demonstrate they are confident speakers.
• Parents are very keen to express their complete satisfaction of their children's experience of attending the 'nurturing environment of Puddleducks'. They comment on the 'warm and responsive' relationships with staff. Many say their children were happy from day one, and have grown in confidence. Parents say they feel completely assured their children are in safe hands, many commenting how the nursery feels like an extension of their family.
• Children self-register on entry and store their personal belongings. Their art work is displayed throughout the nursery and this creates a sense of belonging. Children enjoy messy play. They make dough and potions as they mix different materials and enjoy the sensory experiences. However, art work and some creative activities are overly led by staff rather than children being encouraged to have a go for themselves.
• Monitoring of staff practice takes place and staff are able to discuss their own professional development during supervision meetings. There is a culture of evaluating all aspects of the nursery, and management welcome staff to share new ideas. However, while most staff have a good knowledge of how children learn, some do not have a sharp enough understanding about how to promote rich learning opportunities for children to express their creativity and support their imagination, particularly for the younger children.

What the setting must and should do next

The provider should:

• provide more opportunities for children to develop higher levels of imagination, and creativity
• provide training opportunities for staff to build on existing knowledge to provide the highest level of education and learning.