Thomas's Battersea Kindergarten

What is it like to attend this early years setting?

Children enjoy playing in the calm, well-resourced learning environment at the kindergarten. During free-play time, children make positive choices about their learning and apply themselves fully to their tasks. Children make imaginative work at the easel with paints, chalks and markers. They start to learn about cause and effect, for example, when they make designs using digital technology. They explore sand and water where staff introduce language to help them develop their early mathematical vocabulary around volume and shape. When it is time for group learning and story time, children help tidy up and join the rest of their peers.

Children listen to each other and the adults who care for them. For example, they follow instructions well when it is time to get ready to go outside and play. Staff have high expectations for all children and support them to be independent learners. Staff are good role models. They demonstrate the respectful behaviour they expect from children. Children form strong bonds with staff. When they are upset or need a cuddle, staff respond with care and affection. Staff show enthusiasm and give children plenty of praise for their creations and good behaviour. This gives children the support they need to be confident and independent learners.

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

• Children have access to a range of carefully considered activities and experiences throughout their time at kindergarten. Staff observe children as they play to gain an understanding of their interests. Children are constantly engaged in the experiences on offer and make good progress in their learning.
• In the garden, children run and play happily. They learn about the natural environment and extend their physical skills. Outdoor play is an integral part of the kindergarten day, and leaders have further plans to develop the outdoor area to extend learning opportunities even further. This keeps children active and promotes their good health.
• Settling in is an important part of the routine in this term-time provision. Staff expect to resettle children at the start of each term, and they plan activities to help children ease back into the daily routine. Staff observe children to ensure they build on any progress children have made during the holidays. This enables them to gain a wider picture of what children know and can do. However, staff are not always as clear about planning the next steps for children with special educational needs and/or disabilities (SEND), particularly when external support is required.
• Staff support children to do things for themselves. When it is time to go outside and play, children fetch their coats and wellies. Staff patiently help the younger children to learn to dress. Older children confidently identify left from right when putting on their boots and get coats on and zipped with minimal support.
• Children enjoy healthy, social mealtimes. They can choose to join the snack table to enjoy a range of fruits and vegetables. They sit with a member of staff who engages them in conversation on a range of topics including healthy eating. When they have finished their snack, children put leftovers in the bin and put their plates in the basin. Children develop independence and a sense of responsibility.
• Parents say they are very happy with the care and education their children receive at the kindergarten. They say the staff are kind and share useful information at drop-off and collection times. This supports strong partnerships with parents and effective communication. Staff communicate well with parents when they have concerns or to provide additional support for children with SEND. Leaders encourage parents to provide feedback to help the setting make improvements.
• Leaders foster a culture of openness, curiosity and empathy that staff say gives them confidence to discuss any concerns they may have. However, supervision arrangements need to be strengthened to enhance opportunities for individualised coaching and mentoring.

What the setting must and should do next

The provider should:

• provide staff with the required knowledge for their role so that planning arrangements going forward to support children with SEND remain effective
• develop further opportunities to coach and mentor staff by enhancing the supervision process.