University Of Chester - Kingsway Buildings Nursery

What is it like to attend this early years setting?

Children enjoy spending time at this homely and nurturing nursery. Staff are always nearby to provide children with reassurance. This helps children to feel confident to explore the interesting activities within their environment. Staff create secure bonds with children. This helps children to settle quickly into the nursery routines. Children demonstrate that they feel safe and secure.

Staff plan activities that excite children into learning. For example, older children show high levels of engagement as they try to free the animal figures in the ice. Toddlers excitedly show staff and their peers the vegetables that they have found in the soil. Babies smile with delight as staff sing songs and share books with them. Children make good progress in their development.

Staff are positive role models. They help children learn how to share and how to take turns with resources from an early age. For example, older children work collaboratively to brush up during tidy-up time. Staff help children to be ready for learning. For example, staff remind children of the expectation of using their 'listening ears' before starting their music activity. Children listen attentively to staff's instructions, and they follow them well.

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

• Staff create a broad curriculum. They have a robust understanding of children's starting points and where children are up to in their development. Staff observe and assess children's learning effectively. They plan appropriate activities that help children make good progress in their learning.
• The curriculum for communication and language is strong. Staff hold meaningful conversations with children as they play. Individual plans are in place for those children who need a little extra support. Children are becoming confident communicators, and they are learning how to express their needs appropriately.
• Staff introduce basic mathematics within the routine. For example, they encourage children to count how many buttons they push when playing with fidget toys. However, the mathematics curriculum is not implemented consistently throughout the nursery. Staff do not always extend children's learning about numbers and other mathematical concepts effectively.
• Physical development is promoted well. Children have opportunities to balance and climb in the outdoor area. They ride around outside on balance bicycles and scooters. This helps to develop children's large-muscle movements. Children use knives to spread the butter and jam onto their sandwiches. Babies use spoons to transport flour into different pots. These opportunities help to develop children's small-muscle movements.
• The special educational needs coordinator makes prompt referrals to other agencies. She follows advice from professionals and puts appropriate support plans in place. This helps children with special educational needs and/or disabilities make good progress from their starting points.
• The management team carries out supervision meetings with staff. Managers regularly observe staff's practice. The management team is proactive in seeking professional development opportunities that further support staff in their job roles. The manager prioritises staff well-being. Staff all comment on how valued and supported they feel in their roles.
• Parent partnerships are very strong. Parents comment on the good communication links between home and nursery. They are kept continuously updated about children's development. Parents are given a range of activity ideas to help them to continue learning at home. This helps to provide continuity in children's learning.
• Overall, children have opportunities to learn about the world. Managers invite visitors from various professions into the setting to share their expertise. For example, the local community police officer talked to children about his job. However, children do not have opportunities to broaden their understanding of cultural diversity and people, and their communities, who are different.
• Children learn about oral hygiene. The nursery provides healthy and nutritious food for children. The dentist visits the nursery to teach children how to brush their teeth. Children practise this skill as they put toothpaste onto toothbrushes and brush a model crocodile's teeth. This helps children learn how to look after their teeth.

What the setting must and should do next

The provider should:

• broaden children's understanding of people, and their communities, who may be different to themselves
• support staff to develop children's understanding of early mathematics through their play and activities further.