The Kinsbourne Common Nursery And Pre-School

What is it like to attend this early years setting?

Children flourish in this welcoming nursery. They develop strong bonds with staff and are kind and respectful to their peers. The manager has thoroughly considered the children's transition into the nursery. She has written her own story based on the nursery logo of woodland creatures to help them to feel part of the setting and learn about the habitats of the animals.

They confidently choose from a wide range of activities and become quickly engrossed. Children develop their fine motor skills as they squish and squeeze play dough. They use cutters to make shapes and proudly show staff a butterfly they have made. Children confidently draw circles with pens and coloured glue. This helps them to build on skills they will need at the next stage of their education.

Children thoroughly enjoy learning about the world around them. Regular trips to the forest allow them to explore their environment. They learn about the seasons and hunt for bugs. Children use their imagination as they pretend to go on a train ride, sitting on a log.

Children are well behaved and polite. Staff help children to understand what is expected of them. They provide nurturing care and support to help children self-regulate their behaviour and emotions. Children are familiar with routines, which helps them to feel safe and secure. They know to stop, look and listen when they hear the bell, and eagerly help staff to tidy away the toys.

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

• The manager has a well-sequenced curriculum that is understood and implemented by staff throughout the setting. Staff are enthusiastic and have a good understanding of child development. They use effective assessment to plan what children need to learn next, and provide activities that follow their interests. As a result, all children make good progress.
• The daily routine is generally well planned. Children benefit from a wide range of adult-led and free play activities, such as music and movement sessions, arts and crafts and role play. However, sometimes the organisation of daily activities, such as transitions from one activity to another, does not support children that need more time to adjust.
• Parents report they are happy with the nursery. They comment that staff are warm and friendly, and their children enjoy attending. Parents receive regular feedback on their children's learning and development. They have access to a range of books they can take home. This encourages children to continue learning at home and promotes an interest in books.
• Children develop a secure understanding of early mathematical concepts. Older children confidently count to five and some beyond. They have a good understanding of shape and size, as they use a magnifying glass to look at leaves in the garden. Children use the language of size as they find 'bigger' and 'smaller' leaves.
• Children with special educational needs and/or disabilities are extremely well supported. Staff work closely with other professionals. They provide nurturing care and know instinctively how best to support the children. Parents speak highly of the dedicated support they provide to their family which has been a 'lifeline' for them.
• Children's communication and language is promoted well. Staff engage children in meaningful conversations as they talk about their experiences and family lives. They introduce new words as children play with farmyard animals, such as 'straw' and 'cow'. Staff use visual cues and signing for children who have limited language. Staff understand the effect that the use of dummies has on children's language and communication and oral health. However, this is not always communicated to the parents to help them work together to reduce their use.
• Staff prepare children well for moving on to school. They ensure children can complete self-care tasks independently and are emotionally ready. Children role play with school uniforms and learn about their new environment. Teachers visit the children, and staff prepare transition reports to ensure that children transition smoothly.
• The manager has robust recruitment procedures and ongoing checks to ensure staff suitability. The manager supports staff well, providing regular supervision and opportunities to build on their professional development with focused training. Staff with less experience are well supported with further training and guidance from the manager to help them develop.

What the setting must and should do next

The provider should:

• adjust planning of daily activities, so that children who take more time to adjust have the time to prepare for transitions
• provide parents with more specific information about their child's development and how they can further support their child's learning at home.