The Magical Kingdom Nursery And Preschool

What is it like to attend this early years setting?

Staff offer children a warm welcome at this setting. Children are eager to enter and start their day. Staff have a good knowledge of children's care and learning needs and adapt activities and the environment to support their needs. They help new children to settle by taking their hand and showing them where to hang their coat and how to access resources. Children invite adults into their play and enjoy the interactions they have. For example, children invite staff to run races with them and cheer loudly as they identify themselves as the winner. Interactions are warm and nurturing. Children demonstrate that they feel happy and secure.

Staff are positive role models and have high expectations for all children. They offer consistent praise and encourage children to keep trying as they master new skills. For example, children attempt to fasten their own coat. This helps children to build their confidence and resilience. Children listen carefully to staff, share resources and consider the needs of others. Staff talk to children to support them through changes, such as a new baby in the house. This helps children to understand their feelings and emotions. Children's behaviour is good.

The curriculum engages children in play and learning. For example, children in the toddler room enthusiastically mix paints together to make new colours, and children in the pre-school room enjoy tending to the herbs and vegetables that they have grown in the outdoor area. Children are able to express their needs and make choices. As a result, all children are learning valuable skills for their eventual move to school.

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

• The curriculum is considered and supports children to revisit their learning. Activities are sequenced so that children build on their developing skills. However, at times, activities are not organised well. For example, staff move furniture or clean tables as they start activities, which means children become restless and distracted. This makes it difficult for children to listen and concentrate.
• Communication and language is supported well. Children enjoy listening to stories and acting out different scenarios during role play. Staff provide a running commentary for younger children and ask questions to older children, which helps their thinking and problem-solving skills. Staff learn key words in different languages, which helps children with English as an additional language to communicate. Children are confident communicators.
• The provision for children with special educational needs and/or disabilities is a strength of the nursery. Staff identify children's needs, make referrals to other professionals, implement individual strategies and attend training to update their knowledge. Leaders carefully consider how to spend any additional funding so that it has maximum impact for the children in their care. Children are making good progress.
• Healthy lifestyles are promoted well. Children enjoy playing outside every day and take part in dance sessions. They learn about good oral health and the importance of brushing their teeth. Children learn about healthy eating and enjoy making snacks with fresh fruit such as fruit kebabs. Children are able to discuss which foods are healthy or unhealthy choices. As a result, they are developing a knowledge about healthy lifestyles.
• Children are learning about the world through a range of enriching experiences. For example, children make hampers for residents of a local care home, attend the theatre to watch a Christmas pantomime and take part in the minutes silence for Remembrance Day. They explore special days from different cultures such as Eid and Ramadan. They enjoy trips to the library and shops. Children are developing a sense of their community and an understanding of diversity.
• Partnerships with other professionals are established. Staff work with specialist teachers and professionals from the health sector. Overall, communication with parents is good. Staff share information about children's care and learning needs. However, strategies to engage further with parents to promote home learning are not in place. This does not promote a consistent approach to children's learning between home and the setting.
• Leaders have worked hard to address previous concerns. They regularly evaluate and identify areas for development. Staff attend training, visit a specialist early years centre and receive support from external advisors, which has helped to develop their skills and knowledge. Staff share that they feel supported by leaders and enjoy working as a team to continually support children's needs.

What the setting must and should do next

The provider should:

• review the way that activities are organised to ensure they meet the needs of all children
• establish ways to engage further with parents to promote a consistent approach to home learning.