Club Kingswood Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The manager is committed to ensuring all children are warmly welcomed by happy, caring staff.

The team is attentive and is genuinely pleased to see children as they arrive. Staff plan a curriculum based on the areas of learning, children's interests and seasonal themes. However, the quality of teaching is not yet good.

While the staff know their key children well, they are not clear about what they want children to learn next and do not implement a curriculum that is fully focused on children's individual needs. Children are not always sufficiently challenged to extend their learning and build on what they already know. F...or example, staff do not consider potential learning opportunities or provide appropriate resources to broaden children's learning or challenge their thinking, when planning activities.

Despite this, children settle quickly and are keen and eager to have a go at the activities provided. They relish their time in the garden. Children have established close bonds with the staff, who offer them cuddles and reassurance when needed.

Staff treat children with respect. They encourage and praise children throughout the day. Children are confident and happy in the nursery and behave well.

There is a calm atmosphere in the baby room. Staff are sensitive to babies' needs and follow their individual routines. For example, they soothe babies and make them comfortable when they are tired and need a sleep.

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

Managers and staff plan the curriculum based on children's interests, but they do not have clear intent about what they want individual children to learn. Therefore, while children enjoy some activities, these are not always appropriate, challenging or inspiring for children's learning.Some staff lack knowledge about how to help children build on the key skills they need to support their future learning.

For example, the lack of knowledge and training means that when staff plan activities they do not have a comprehensive understanding of the intentions for learning and how to challenge children's understanding sufficiently.Staff interact well with the children. They talk to them with respect and engage them in conversations.

Babies thoroughly enjoy sensory activities, such as painting with their hands and mixing colours. Older children are excited to help make dough. They use simple mathematics as they count spoonfuls of flour and make some predictions, for example whether more water or flour is needed to make the right consistency.

Children are initially interested in the experiences on offer. However, staff's presentation of the activities does not ignite children's curiosity sufficiently or offer appropriate challenge. The accessibility of some resources means children cannot always initiate their own play and learning.

Children demonstrate they feel safe and secure in the nursery. They arrive happy, leave their parents with ease and settle quickly. They play in a calm atmosphere and demonstrate good behaviour.

Staff praise them for their efforts.Parents comment that they have complete trust in the 'supportive and friendly staff', who they consider an extension to their family. They say their children have grown in confidence and the staff 'go above and beyond' their expectations.

The management team does not use staff supervision, training opportunities and monitoring systems effectively. Weaknesses in practice are not identified and actioned swiftly. As a result, not all staff have the best knowledge and understanding about how to provide children with opportunities and challenges to extend their learning.

This has an impact on the progress children make.Children enjoy stories in the garden. They gather for a group story and many show excitement and sustained concentration as they listen.

However, staff have not considered how they can inspire children's interest in books that help contribute to the development of their language skills.Staff promote children's good health and encourage them to be physically active. Children enjoy lots of outdoor play in the fresh air.

Children follow sensible hygiene routines and understand the importance of washing their hands before eating. Some older children manage these tasks independently.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date develop the curriculum to ensure that it clearly identifies what it is that children need to learn, how this reflects their individual needs and offers appropriate challenge to help them make at least good progress 29/07/2024 put in place effective arrangements for supervision of staff to provide coaching, guidance and professional development opportunities to raise the quality of teaching to a consistently good level.29/07/2024 To further improve the quality of the early years provision, the provider should: nimprove the monitoring of staff practice to develop their knowledge and understanding of how children learn so that all children benefit from consistently good-quality learning experiences help staff to enhance opportunities for children of all ages to expand their enjoyment of books.