The Hundred of Hoo Nursery & Kids Club Ltd

What is it like to attend this early years setting?

Children feel safe and secure in this warm, welcoming and well-run setting. They are excited when they arrive and quickly settle into a familiar routine. Parents share information with staff when they drop off to ensure continuity of care, which supports children's individual needs. Staff organise the environment to maximise learning. When planning, they take account of children's interests and where they like to learn, such as indoors or outdoors. They plan an effective curriculum that builds on what children know and need to learn before they move through the setting and then on to school. For example, they teach children the skills they need to learn for when they move to the next room, such as going from a highchair to a table and from a spoon to a knife and fork. These small steps help to prepare children for their next stage in learning.

Staff use assessment well. They monitor children's learning and are quick to identify if children need extra support to help them achieve. Staff make timely referrals to outside agencies. This helps children, including children with special educational needs and/or disabilities, make good progress in their learning.

Children treat each other and staff with respect. They share and take turns, such as when playing football outside, and they use good manners at lunchtime when being served their food. Staff teach children to learn about each other and their differences. For example, they learnt about Nigerian Independence Day. Children dressed up, used instruments and sang songs. These experiences help them to learn about the world around them.

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

• Staff place a high priority on developing children's early mathematical skills. They plan effective activities for children. For example, children explore volume and share their ideas as they use syringes and water to fill up pots and estimate how many they might need. They count the number of children at group times and learn how to balance weights on scales. These experiences give children a secure base knowledge of mathematics.
• Children are developing a love of books. Staff read stories with great enthusiasm. They use different tones to support children's engagement. Children choose books to share with their friends, such as when outside in the book area. They pick their favourite books and confidently discuss why they chose them. Furthermore, children go the local secondary school where pupils share books with them. These experiences support children's early literacy.
• Overall, children are developing good language and communication skills. Staff teach them new words such as 'brave' and 'slumber', and they explain the meaning of them. This helps children to build their vocabulary and knowledge.
• However, staff are not consistent in engaging with all children. This means that not all children can build their vocabulary and communication skills further.
• Children have plenty of opportunities to play outside in the fresh air. They run, ride, climb and balance, as well as learn skills such as climbing into a hammock. Children have a positive attitude to learning new skills. For instance, they keep trying until they manage to throw a ball in a net and shout 'Yay!' Staff value their attempts and give them a 'high five'. This helps children to develop their resilience.
• The setting meets the needs of the youngest children well. Children have built close relationships with their key persons. Babies illustrate this as they put their arms up for reassurance when learning to stand. Staff are kind and gentle with care routines. They include children by asking them to find their own nappies. Staff talk through what they are doing to reassure children. This helps support children's well-being.
• Partnerships with parents are good. Staff keep parents informed about their children's learning. They share photos and written summaries regularly. Staff give parents ideas on how to continue learning at home. Parents say they are happy with the setting. They discuss the progress their children have made since they started attending. Staff support parents to recycle and share any unwanted clothes to help the environment. They have created a 'pre-loved' area where parents can swap or take clothes, shoes and other items.
• The management team has a clear vision for the future for continually developing the facilities they offer. Staff undertake regular training to ensure they maintain the high standard of teaching they offer. Staff feel well supported by the management team. They have regular meetings and feel they have manageable workloads. Staff report they have high well-being.

What the setting must and should do next

The provider should:

• ensure all staff consistently engage in quality interactions with children to fully support their language and communication skills.