RAFA Kidz

What is it like to attend this early years setting?

Children of all ages in the nursery are happy and they explore independently or alongside an adult. Babies' bonds with staff are exceptionally good. When staff return from a break, they greet babies with a beaming smile and a request for a hug. This shows secure emotional attachments. Babies develop good levels of independence. Staff have high expectations of what they can do for themselves. They encourage them to fetch a tissue and wipe their own nose. Pre-school children share and play well together. They take it in turns to fill a bucket in the sand, waiting patiently for their turn.

Children are articulate and confident communicators. Toddlers are curious about visitors. They ask their name and what they are doing in the nursery. Pre-school children chat to visitors and tell them, 'I can run 100 metres fast, let me show you.' Children become highly engaged in the interesting range of activities staff plan for them. Babies use their senses to explore different textures such as cocoa powder, child-safe foam and water. They watch in wonder as staff clap their hands and create a mist of cocoa dust. Toddlers learn new concepts such as sinking and floating as staff set them challenges to see what sinks and what floats.

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

• The management team has a clear vision for the nursery and how it wants staff to develop. The manager offers regular meetings for staff. There is evidence of some strong practice. However, this is not yet consistent across the nursery. The manager acknowledges that there is scope to help new and inexperienced staff improve their teaching skills.
• Staff use every opportunity to develop children's vocabulary. They listen to and value children's contributions. Staff often introduce rhythm and rhyme into children's play. For example, as babies play with boats, staff sing 'Row, Row, Row Your Boat' to further support their learning. Pre-school children spontaneously sing popular rhymes to staff. As a result, children hear and explore new words, which helps them to develop the skills they need to be confident communicators.
• The manager and staff plan a curriculum to meet the emerging needs of children who attend. They consider the sequence in which they teach the children, and the skills children will need to make good progress. For example, in the pre-school room there is an emphasis on school readiness. Staff encourage independence and self-care skills, such as children being able to dress themselves. This contributes to children's learning journey into school.
• Staff give gentle reminders about taking turns when children choose the same popular toy, such as the pushchair. They remind children that 'sharing is caring' and suggest that if children have a problem, they should approach a member of staff for support. This helps children to learn good social skills.
• The staff provide appealing outdoor environments that offer children lots of opportunities for exploration, risk and challenge. For example, babies show confidence and resilience as they try to climb a slope. Staff are on hand to provide encouragement with their last few steps up. Pre-school children thoroughly enjoy a more natural outdoor experience. They use their imagination in the mud kitchen and explore capacity with water and sand.
• The nursery offers care for children from military families. Staff go above and beyond to help children cope with parents' deployment away from them. For instance, they prepare 'deployment packs' for children and for the parent who is leaving the family home. These contain items to help with the enforced separation, such as jellybeans for the children. Children are encouraged to eat one each day of the deployment until the parent returns.
• The manager uses additional funding thoughtfully. For example, resources are purchased, such as games to encourage children to take turns and play harmoniously together. These extra benefits help to further promote children's learning, development and progress.
• Parents speak positively about their experience of the nursery. They comment that the manager and staff are committed, not only to the children but also to the wider family. Parents state that staff go to great lengths to meet the needs of their children.

What the setting must and should do next

The provider should:

• continue the support for newer and less-experienced staff to help raise their good level of practice even higher.