Riverview Community Kindergarten C.I.C

What is it like to attend this early years setting?

Children arrive happily each morning, eager to play. Staff plan familiar group times on arrival that help to prepare children for their learning. They describe the activities that children can join that day, which supports focus in their play. The curriculum is organised around themes that interest children. Staff plan activities within these themes to help children to build progressively on what they know and can do. Overall, this helps to ensure that all children are supported to make good progress in their learning. There is a strong focus on supporting the most-vulnerable children. Partnerships with other professionals are a strength and help to ensure that children's experiences and the support they receive are consistent. Children who need extra support quickly learn to manage or overcome difficulties and challenges.

Staff clearly enjoy their role and morale is high. This contributes to the positive atmosphere, which is filled with fun and laughter. Children benefit from warm, supportive interactions with staff, which put them at ease. They show a strong sense of belonging, developing confidence and high self-esteem. Staff provide plenty of praise and encouragement. They provide clear guidance for children around behaviour, such as the rules for 'sharing hands' and 'listening ears'. Children are polite and kind to others.

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

• Staff think carefully about what they want children to learn when planning activities. For example, they provide large-scale painting to help children to develop their large-muscle skills. They interact skilfully with children to extend their learning during play. For instance, they introduce language about volume and capacity while children play in the water tray, strengthening children's mathematical understanding.
• Regular, accurate assessments help staff to check what children have learned and to plan effectively to support their ongoing progress. Overall, this helps to ensure that teaching is appropriate and meets the differing needs of the children attending. However, occasionally, staff do not share enough information about children's learning needs to support them consistently well, for example, when a child's key person is not present.
• Children are enthusiastic learners. They eagerly take on challenges, such as hunting out items in the nursery to share with 'Sammy', a puppet. They listen intently when staff read to them, using their voice and actions to ignite children's interest. Children develop an increasing attention span and build on their language skills. Staff take time to say words clearly and explain their meaning, which helps children to develop a wider vocabulary.
• There is a reflective culture in this setting. Leaders have very high expectations for staff. They observe practice and provide feedback that celebrates their strengths and supports them to build further on their skills. This contributes to ongoing improvements to the quality of education. The environment is reviewed and adapted to meet the needs of the children attending. For example, staff have changed some resources to better meet the needs of younger children in the group.
• Parents share their trust in the staff. They discuss how reassured they are that their children are safe and cared for. Staff provide plenty of information about what children are learning. For example, they send regular newsletters and daily photographs and updates on an electronic app. They help parents to support their children's learning further at home. For example, they lend books to support children's developing literacy skills.
• Staff have a very good understanding of how to support children's behaviour. They model positive interactions and respect, and teach children to understand and manage their emotions. Minor conflicts between children are handled in a calm and supportive manner. Children learn to consider the needs of others and, as their understanding increases, to manage their own conflicts. They develop friendships and welcome others into their play.
• Mealtimes are relaxed, social occasions where staff take the opportunity to teach children about the benefits of nutritious foods. For example, they learn that milk makes your teeth 'strong and shiny'. However, occasionally, they overlook further ways to teach children about ways to stay healthy and safe, such as by wearing their hat during hot weather.

What the setting must and should do next

The provider should:

• support staff to share information more effectively to ensure a clear and consistent focus on children's learning needs
• teach children more consistently about ways to keep themselves safe and healthy, for example, during hot weather.