SpectacularKidz Day Nursery & Preschool

What is it like to attend this early years setting?

Children are happy at this setting. They leave their parents at the door and quickly join their friends to engage in the activities staff set up for them. Staff strive to create a homely environment for children. They use assessments to understand how children, including those with special educational needs and/or disabilities, are progressing. They use these assessments to plan a curriculum based on the interests and next steps in learning and development of all children who attend. This has a positive impact on children, supporting them to develop the skills to help them to be ready for the next stage in their education.

Children's behaviour is good. Staff are good role models, and children are kind and helpful towards each other. Older children enjoy teaching younger ones how to do things for themselves. For example, when a younger child makes a boat out of paper and tests if it will float in the water tray, an older child attending the holiday club suggests they make paper aeroplanes. They demonstrate how to fold the paper carefully. The younger child perseveres with the folding, under the guidance of the older child, and they later test out how well their planes will fly in the garden, celebrating their success with staff.

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

• Children's physical and emotional well-being is supported by staff. They are encouraged to explore their physical development skills outside, in the setting's garden, as well as inside. Children enjoy making their own play dough. They stand to knead the dough with more power and speed, adding more salt as they mix until they are happy with the consistency.
• Staff encourage children to talk about their feelings and to express themselves if they are feeling upset. They teach children about healthy eating and looking after their teeth. Children's early language and communication skills are particularly supported when staff work closely with them. However, at times, when children are engaged independently in their play, staff do not consistently make best use of this time to extend their learning even further.
• Children behave well, and staff set clear boundaries and expectations for them. They remind their friends about their 'golden rules' if they are not following them. This helps children develop an understanding of how their behaviour can impact others. Staff use timers and visual reminders to support children to understand the daily routines.
• Younger and older children engage well with each other. They enjoy making a carrot cake with staff, passing the bowl of ingredients and taking turns to make sure they all get to add and mix. Children count the seconds up to 10 to make sure they all have the same time mixing and ensure they are being fair.
• Children enjoy practising and developing their early writing skills, inside and outside. They have access to a range of mark-making tools and are very happy with themselves when they have written their name by themselves. There are a range of books available for children to read, and staff read stories to groups of children. However, some children miss the time to enjoy these stories as they attend for fewer hours. This does not support all children to be able to develop a love of books and reading.
• Parents feel that communication from the setting is effective. They feel well informed about their child's learning. Staff seek parents' views to find out about their children's interests and development when they start at the setting. They meet regularly to discuss children's progress and behaviour at home and in the setting. Staff place high importance on communication with the schools that children will attend to ensure that transitions to their next stage of education are smooth.
• Staff report that they are well supported by the manager. They feel that the manager cares about their well-being and that their career progression is valued and encouraged. The manager has a clear vision for the setting and puts in place regular meetings with staff to ensure this is shared and embedded.

What the setting must and should do next

The provider should:

• further develop staff's understanding of when to engage with children to further support their communication and language
• enhance opportunities for children to develop a love of books and reading by ensuring that all children have access to story times with staff throughout the day.