Witty Kiddies Strood

What is it like to attend this early years setting?

Children confidently come into nursery, happy to leave their parents and carers to join their peers for breakfast. They enjoy spending time exploring outdoors. For example, they make 'cakes' and dig for treasure with shovels. Children ride cars down a grassy ramp and squeal with delight as they zoom down the hill. They use their gross motor skills and persevere to push the car back up to start again. This means that children get fresh air and are physically active each day.

Staff create a sequenced curriculum that is appropriate for each stage of development. This builds on what children know and can do. For example, while babies play with jelly, toddlers manipulate play dough with utensils. Pre-school children cut paper and roll it into balls to make pictures of blossoming trees. These activities develop and strengthen children's fine motor skills in preparation for early writing. Children use their imagination with the resources available. They say that cotton wool balls are clouds and pieces of string are rain. They use new words that they have learned in their play.

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

• Staff support younger children well. For example, they use Makaton and talk to children, providing a narrative as they play. As children push balls through holes, staff encourage them to tap with a hammer. They name the balls' colours and praise children's efforts. This supports children's emerging communication and language skills.
• The manager ensures that the food provided is healthy and mealtimes are a social event. Most children serve their own food and clear away their plates. However, at times, staff intervene too quickly and do things for children, such as washing their hands for them. This does not encourage children to be independent and do things for themselves.
• Children celebrate their uniqueness and learn about that of others. For example, during Holi, staff come to nursery in traditional dress. Different nationalities are well represented through the choice of resources staff provide throughout the nursery. This helps children learn about different cultures, preparing them for life in modern Britain.
• When children start, staff find out what they like and use this information to help them settle swiftly. For example, staff create a dressing-up area and imaginary health centre, which children have expressed an interest in. This provides a familiar place for children to play, where they can begin to make friends with others.
• Staff share information with parents each day, including face to face and online. Parents feed back that they like to receive information, such as termly reports, which details the progress their children are making. They also appreciate communication, such as newsletters, which provides information about themes and activities that staff plan for their children. This helps build close partnerships with parents.
• Children's behaviour is generally good. Staff use a range of strategies for children who need more support. For example, they use a sand timer during transitions. Staff share techniques with parents and carers. This provides consistency for children who need help to regulate their emotions.
• Children have access to a stimulating environment to focus on their play. However, at times, daily routines interrupt learning for older children. For example, children absorbed in play outdoors are frustrated when they have to stop and come inside for snack. As a result, children are not consistently able to engage deeply in their play, with sustained concentration.
• Managers support staff well. For example, all staff have supervisions to discuss their professional development needs. Staff report that they are happy. In response to feedback, the manager has introduced strategies such as a 'well-being basket' and books in the staff room to enable staff to relax during breaks. This supports their well-being.
• Staff know children well. For instance, they follow a key-person and buddy system, which helps them to develop secure attachments with children. Children seek out staff for a cuddle when they need reassurance. This supports their emotional well-being and feeling of security.

What the setting must and should do next

The provider should:

• support staff to help them understand how to promote children's independence and self-help skills more effectively
• review the structure and routines of the day to ensure that children's learning is not interrupted.