United Kids Childcare Rowley

What is it like to attend this early years setting?

Children are happy and settled in this welcoming and inclusive environment. They share, take turns and play cooperatively. Children enjoy responsibility and doing things for themselves, such as helping to set the table and scraping their plates after they have eaten. Babies learn to feed themselves. Children develop strong bonds with the kind and nurturing staff, who offer reassurance, encouraging smiles and praise as children play. Babies are confident and content. They demonstrate that they are emotionally secure as they crawl onto staffs' laps for impromptu cuddles and stories. Older children enjoy interactions with staff as they play.

Children enthusiastically explore the well-planned learning environment and take part in activities that match their learning needs, and follow their interests. Children develop a deep interest in books, which are easily accessible in each playroom. Babies show high levels of perseverance as they post shapes into sorters and complete simple puzzles. They eagerly use musical instruments as they join in singing sessions. Children with special educational needs and/or disabilities are supported well.

Children develop a good understanding of the importance of healthy lifestyles. They have daily opportunities to be active, indoors and outdoors. They enjoy healthy nutritious snacks and meals provided by the nursery.

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

• The dedicated manager has high expectations for all children. She has devised a well-sequenced curriculum that is understood and implemented well by the enthusiastic staff team. The manager makes regular checks to ensure all children make good progress from their starting points. Children gain a range of skills and positive attitudes in readiness for their future learning, including school. The manager uses additional funding effectively to help close gaps in children's learning.
• Staff performance is monitored through peer review and supervision. The manager observes staff practice and provides feedback on what they do well and where they can improve their teaching further, to enhance children's learning.
• The manager uses self-evaluation effectively, involving parents, staff and children. This helps her to identify the nursery's strengths and areas for development.
• Staff manage children's behaviour well. Children listen and promptly respond to instructions.
• Parents are very happy with the nursery. Staff share information with parents about what children have achieved during their time in the nursery. Parents comment on the good progress children make, particularly with their speech and language. Parents say they appreciate the ideas and suggestions about how they can support their children's learning at home. However, staff do not always fully support parents to help accelerate children's acquisition of toileting skills.
• Staff know children well. They know what children need to learn next. They provide a good balance of adult-led and child-initiated activities. However, occasionally, staff do not always notice the quieter, less-confident children during group activities and support them to fully engage.
• Children are inquisitive and excited as they hunt for insects in the garden. They are keen to look at the books nearby that link to the 'bug hunt'. Babies are provided with a range of opportunities to promote their curiosity and investigative skills. They discover they can see their reflection in metal bowls and can make various sounds when they bang them together.
• Staff help to develop children's understanding of mathematics as they play. Throughout the nursery, children learn to count, recognise shapes, numbers and compare size, such as 'big' and 'little'. Staff extend children's learning as they introduce simple addition into children's play.
• Staff develop children's communication and language skills well. They model language, sing songs and read to children with enthusiasm and excitement. They introduce new words and help children to build sentences.
• Staff recognise the diverse cultural backgrounds of the children. They plan and activities to help children learn that families differ.
• Staff promote children's small-muscle development in readiness for future writing. Older children concentrate as they thread pasta on laces and use scissors to cut out pictures from magazines. They develop good pencil control and can write their name independently. Two-year-old children poke, squash and flatten dough as they make pretend cakes and butterflies.
• The well-being of the staff is very important to the management team, and staff report that they feel well supported.

What the setting must and should do next

The provider should:

• be more aware of less confident children during group activities and discussions, and consistently support them to fully participate and further enhance their learning experiences and confidence
• work more closely with parents to share strategies to help accelerate children's acquisition of toileting skills.