Caring Kindergartens

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are very friendly and have good bonds with staff. Staff give cuddles to children who are upset or tired, calming them quickly. Children learn about how they are different and unique.

For example, staff encourage pre-school children to discuss how they look to see if they have similarities or not. Children comment that some of them wear glasses and that their hair is different colours. Staff use children's home languages such as saying 'ola' to them as they interact with them.

This allows children to hear their home language, celebrating where they are from. Staff teach children how to safely climb down stairs ...as they access a playroom, encouraging them to hold the banister to keep safe.Children show a positive attitude towards their learning.

Staff support children's communication and language development well. Stories are read by staff throughout the day, and children enjoy taking part in planned and spontaneous singing sessions. Staff teach babies Makaton sign language when they look at images in books with them.

Babies intently watch staff and copy the Makaton sign back to them as staff say the animal words to match. There are many opportunities for children to develop their small- and large-muscle skills. For example, children enjoy prodding and poking play dough with different tools and confidently race around on balance bicycles outside.

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

The manager and her team are clear about what they want children to learn. Staff confidently discuss key children's next steps in learning and how they follow their interests to engage them in activities. They complete regular observations and assessments to check children are making progress.

The manager and the special educational needs coordinator (SENCo) are knowledgeable in their roles. They work closely with parents and other professionals to help children with special educational needs and/or disabilities (SEND). Individual target plans are put in place to ensure that gaps in learning are lessened, enabling children to make good progress.

Regular meetings are held to review plans and set new targets.Staff deliver a variety of stimulating activities, extending children's learning well. For example, pre-school children take part in a bug hunt.

Staff encourage them to find bugs in the garden by using magnifying glasses, ticking them off on a chart as they find them. Staff teach children about cobwebs and ask them questions, giving children a chance to share their knowledge.Children react positively to staff as they are encouraged to share and use their manners.

Children know the daily routines well such as knowing they change their outdoor shoes to slippers when they come inside. However, on occasions, staff put daily routines over the needs and interests of the children. For example, children are taken away from activities they are taking part in to have their nappy changed, disrupting their play and learning.

Children are provided with healthy meals and are taught about the importance of washing their hands. Children say they do this as their hands are dirty. Staff teach children about different foods.

For example, staff encourage toddlers to use their senses to investigate how different fruits taste, look and smell. Staff teach them how to safely cut the fruit, in order to look inside it.Children are starting to learn to become independent.

Staff teach babies how to use cutlery as they practise feeding themselves. However, on occasions, some staff do not always provide opportunities for children to develop these skills. For example, at mealtimes, staff serve food to children and pour their drinks for them rather than giving them chance to try themselves.

Staff say they are supported in their roles and that the manager is 'amazing'. There is a strong focus on upskilling staff. For example, the nursery gives opportunities for staff to gain childcare qualifications to enhance their knowledge.

The manager and head office team reflect on what the nursery offers by completing audits to look at areas of improvement. The manager completes reviews and peer observations on staff, giving them feedback to help them to improve their practice.Parents report that staff are 'great' and their children enjoy attending.

They say communication is good and that they are fully informed on what their children are learning about and their next steps in learning. Staff give guidance to parents on how to support their children, for example, on potty training.

Safeguarding

The arrangements for safeguarding are effective.

Staff have an excellent understanding of the different types of abuse children can be subjected to, including the signs and symptoms of female genital mutilation. Staff know the process of who to report concerns about children or adults and how to escalate concerns outside of the nursery if needed. Staff have access to a variety of training, with safeguarding training updated regularly.

The manager carries out quizzes and asks staff questions to keep their knowledge refreshed. The manager and head office team are aware of their responsibility to check staff suitability to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to ensure that daily routines do not disrupt children's play and learning nensure that all staff consistently provide opportunities for children to develop their independence.