The Kinsbourne Common Nursery And Pre-School

What is it like to attend this early years setting?

Children arrive happy and settle quickly. They are greeted by warm, friendly staff who welcome them in. They eagerly find their names and post them through the letterbox as they arrive. Children have affectionate attachments with staff. They seek comfort and reassurance when they need it. This helps children to feel safe and secure.

Children become engaged as they explore appealing resources based on their interests. They make choices in their play. For example, children immerse themselves in pretending to cook as they mix things in saucepans and wash up. They are curious as they explore foam on a table and watch the marks they make with their fingers.

Children have plenty of opportunity to be physically active. They understand the importance of healthy lifestyles. They ride tricycles up and down in the outside area and have regular walks in the woods. Children thoroughly enjoy expressing themselves as they move their bodies to music. They jump, pretending to be like monkeys, and learn how to cool their bodies down, taking deep breaths as they lie down. Children behave well. They use good manners and are supported to share toys with their peers. They develop good friendships with each other. Children's self-esteem is nurtured with consistent praise from staff.

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

• The manager and staff team provide an ambitious and well-planned curriculum that promotes all areas of learning. Staff know the children well and what they need to do next to develop. Activities are considered and coherently planned to build on children's skills. For example, staff have received training to deliver activities to encourage children's attention. Children explore exciting toys from a bucket, such as bubbles and a jack-in-the-box. The activity captivates children and helps to develop their listening and attention skills.
• Children enjoy being creative with a wide range of activities, such as dough, art and craft activities and dressing-up clothes. However, at times, during planned activities, staff do not provide opportunities for children to follow their own creative ideas. Staff lead children, prompting them with where to stick materials and completing the tasks for them. This leads to children not being able to fully express themselves creatively.
• Staff support children's communication and language skills at every opportunity. They speak clearly and model good language. They regularly use signing to help embed children's understanding. Children thoroughly enjoy singing a wide range of songs and become familiar with Christmas carols as they practise 'Jingle Bells' for their carol service.
• Staff teach and support children's early understanding of mathematics effectively. Children learn about volume as they pour water into different containers. They learn to count to 10 as they use an abacus. This helps children to be prepared as they move to the next stage of their learning.
• The manager works tirelessly to ensure that children with special educational needs and/or disabilities (SEND) are well supported. She develops close working relationships with external professionals. Funding is sharply focused to meet the needs of children with SEND and their families. This helps children to make the best possible progress from their starting points.
• Older children develop well in their independence and self-care skills. They confidently pour their own drinks and learn how to put their coats and shoes on. However, occasionally, younger children are not always given the same opportunities to practise these skills.
• Partnerships with parents are strong. They are happy with the in-depth communication they receive from the manager and their child's key person. Parents are kept updated with their children's progress and development via an online system and daily handovers. They comment that their children are happy and settled at the setting.
• The manager has a good understanding of how to support staff. Regular supervision sessions, various training and meetings ensure that staff can build on their professional development. Staff comment that they feel well supported and happy to be part of a warm, friendly team.

What the setting must and should do next

The provider should:

• enhance opportunities for children to fully explore their own creative ideas, particularly during planned activities
• strengthen the opportunities for younger children to develop their independence and self-help skills even further.