Quality Kidz Nurseries

What is it like to attend this early years setting?

Children settle quickly at this happy nursery. They giggle with staff when they play together and enjoy singing and dancing. Staff play music for children to dance to while they are waiting to go outside. Children tap their knees as they sing along with familiar rhymes. Staff learn songs in children's home languages, which they sing with them to support a sense of belonging.

Leaders plan a curriculum that advances as children move through the nursery. Staff monitor the impact teaching has on children's learning so that all children make good progress. Staff share the curriculum with parents and carers, so they are aware of why staff do the things they do at nursery and the impact that play has on their children's learning.

Children behave well. Staff remind children of the expectations for their behaviour, prompting them to use walking feet indoors. They support children to work together and to take turns in their play. Support for children with special educational needs and or disabilities (SEND) is good. Staff are vigilant to any signs that may indicate a child may be struggling with their emotions, so they can quickly intervene and divert their attention. They sit with them and provide resources from a 'calming box' to help them to self-regulate.

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

• Children's independence is well supported by staff. Children in all rooms are encouraged to wipe their noses at the 'snuffle station' when they need to and to wash their hands before meals or after playing outside. Pre-school children serve their sauce with large spoons and use forks to feed themselves.
• Leaders and staff carefully consider how to safely manage children's allergies and dietary preferences. Children carefully pour themselves water from a jug. Staff encourage younger children to learn to drink their water from open cups, and staff help them to develop the skills to feed themselves.
• A range of physical development opportunities are provided outside. For example, children practise their climbing skills, and staff support them to ensure that they manage this safely. They use wheeled toys and carefully balance as they step between stepping stones.
• Strategies are in place to support children with SEND to understand the nursery routines and prepare for changes. For example, staff use 'transitional objects' to indicate what is happening next in their day. They support children with cuddles if they are struggling to manage their feelings and emotions. Children are kind and thoughtful towards their friends and staff. For example, they move back, so their friends can have a space in the circle.
• Children enjoy looking at books with their friends. In the pre-school room, children choose a book from the shelves to look at independently. They carefully turn the pages as they look at the pictures, talking about what they can see on the page. They bring the book to the snack table, so they can finish reading later. However, sometimes, during carpet time, staff expect children to sit on the carpet listening to a story for too long. As a result, some children lose interest and become disengaged in learning.
• Staff use opportunities to support children's learning through mealtimes. They encourage conversation. Staff talk to children about the length of their pieces of spaghetti. Younger children talk to staff about the food they are eating as they sit together. Staff repeat the correct pronunciation of the word 'cucumber' when children mispronounce this word.
• Parent partnerships are highly valued by staff. Parents and carers say that communication from the nursery is very good. They report that they are well updated about their child's progress in their learning. Parents of children with SEND and/or medical needs feel that their children's needs are well met by the caring staff.
• The setting is well managed. Leaders identify areas for improvement in the nursery and work closely with staff to improve practice. Staff say they are very happy working at the nursery. They praise the management team for the support they are offered. They appreciate regular training opportunities and that leaders care about their well-being outside of the nursery as well as at work.

What the setting must and should do next

The provider should:

• consider the length of time children are expected to sit and listen on the carpet to ensure that they remain focused and engaged throughout.