Swanley Kindergarten Pre-School

What is it like to attend this early years setting?

Children arrive to the setting eager to explore the welcoming and inviting environment. A number of indoor and outdoor activities are on offer to immediately grab their attention. Younger children are supported by staff to feel safe and secure and settle down quickly, and all children are well cared for. The environment is calm as they move around to explore their interests. Staff are intentional about what is on offer, and for that reason children are engaged from the outset. Staff are extremely skilful in how they communicate with children, and story times draw them in. They hold the children's attention as they anticipate what is going to happen next in the story.

Children are very secure in the routines, behave well and know what is expected of them. Strong relationships with their key persons are established, and children are able to play cooperatively with them. Older children are able to share and take turns, building solid friendships with their peers. Staff constantly praise the children and model behaviour that they expect. The children are also supported in developing an understanding of what is healthy and what is not, as a balanced diet is provided at snack times and lunchtimes.

Older children are making excellent progress as they prepare for the transition to primary school. The 'rising fives' session is well thought out, providing further opportunities for literacy and numeracy skills development. They are also encouraged to be independent in self-care and can express their views or opinions about moving on.

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

• The managers have excellent relationships with staff, and all staff express that they feel supported. This is demonstrated in the high morale and in the training and development opportunities provided. There is a positive approach to finding ways to enhance staff's knowledge and skills. As a result, the quality of care and teaching is strong.
• Managers and staff have a clear understanding of what they want the children to learn and can identify gaps in children's learning and development consistently. The organisation of space and resources is carefully considered to follow the children's interests. Staff successfully provide a stimulating and inviting environment that all children benefit from. Children are engaged from the start of the session.
• Staff are skilful in how they communicate with children. They engage children in meaningful and animated conversations. Through these experiences, children gain valuable listening skills and the confidence to share their views and ideas. Older children in particular communicate very well as they use their developing skills, asking questions and extending play with their peers and adults. Younger children develop good vocabularies with the support of staff.
• There is a solid approach to promoting early literacy skills. Children thoroughly enjoy listening to adults reading and are able to concentrate for long periods. Staff successfully foster a love for books as children become absorbed in stories due to their excellent storytelling skills.
• The support for children with special educational needs and/or disabilities (SEND) is effective overall. Children are provided with plans that are reviewed regularly, and an early intervention programme is in place to help them make good progress. There are agreed methods in place to support these children's communication and understanding, including the use of visual aids and prompts to help children know what is going to happen next. However, on occasion, these agreed methods are not used by all staff to ensure a fully consistent approach.
• There is an excellent curriculum for developing children's health and well-being through daily physical activity and by providing a balanced diet at snack and lunchtime. Children are encouraged to be independent in toileting, washing their hands and pouring their own drinks, and they can communicate what it means to be healthy.
• Children benefit from good opportunities to learn about the world, including about other cultures. They celebrate different events, such as VE Day and Chinese New Year, in enjoyable and creative ways, such as through music, dance and arts and crafts.
• Managers and staff establish good partnerships working with parents. The settling-in process is robust, and this is highlighted by how quickly children feel secure enough to join in with nursery life. Parents report that they are very happy with the setting and have expressed how 'lovely' the staff are and that there are several ways they are updated and informed about their children's progress.

What the setting must and should do next

The provider should:

• help staff to be more consistent in using the agreed approaches to support children with SEND.