Happy Kids Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children arrive happy and leave their parents with ease. Children demonstrate they have formed close bonds with some staff and are confident in this nursery. Staff treat children with respect and are attentive to their needs.

As a result, children behave well. Staff encourage children to keep trying. For example, when playing outside, children fill buckets with water from the tap and carry them to the water tray.

They use effort to pour water from the heavy bucket into the tray. Staff praise children for their efforts when they initially show reluctance to have a go. Staff support children in building their resilience, wh...ich children respond positively to.

The leader has made improvements since the last inspection. However, improvements to the curriculum are not yet embedded. Staff do not provide consistent challenges for every child to meet their individual needs.

In addition, there are times in the day when children's needs are not consistently met. Resources are sometimes presented that are not stage-appropriate for children. This is because the current needs of children have not been considered.

As a result, children sometimes become bored, which has an impact on their attitude to learning. Nonetheless, recent concerns linked to safeguarding have now been addressed by the leader.

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

The leader has evaluated her practice and works with professionals to make necessary improvements to reduce risk at the nursery.

The leader has revised procedures, which she has shared with staff, to ensure that children are safe from harm. A revised induction for new staff has strengthened how she safeguards children. Changes to how staff deliver the curriculum have been put in place with training and support.

However, this has yet to be embedded, and consistently demonstrated, with a new cohort of staff.Staff support children in developing their physical development. Children enjoy using tweezers to pick up small objects.

They use threading activities, which help to develop small finger muscles. This supports early writing skills. However, sometimes, gross-motor skill activities are not stage-appropriate for children.

Occasionally, children do not have enough opportunities to take risks with larger equipment that is appropriate for their development. This limits children from reaching their full potential.Staff talk to children throughout the day to support their communication and language.

For example, as children play with dinosaurs, they share their knowledge of each of the names they see. Staff extend their language by asking questions and introducing new vocabulary, which children repeat. Children make connections with the new language they hear.

For example, when children learn about shapes, children share that one object looks as if it has a spine. They make links that our bodies have a spine too.Staff teach children how to talk about their feelings.

Children recognise their feelings when staff use puppets in play to talk about emotions. This helps children to gain an understanding of the emotions they are feeling in the day and how it impacts on others.Children learn about what makes their bodies healthy.

They sit and eat fruit at snack time, and staff talk about what food is good for our body. Children say that treats can be eaten sometimes. They also share their knowledge about how to keep their teeth healthy.

Staff talk to children about healthy lifestyles, which children listen to intently.Children enjoy exploring the wide range of books. During outdoor play, children have the opportunity to relax as staff share stories and build children's literacy skills.

Children listen and respond to stories they hear. Staff help children to develop a love of books and how to handle books with care.Children enjoy learning about mathematics through a range of learning experiences.

They count and compare sizes. Staff use a different range of methods to bring mathematics to life, which children respond well to.Parents speak positively of the nursery and the leader.

They appreciate the kindness and care that staff provide. However, there is limited evidence that the current developmental stage and needs of children have been sought from parents or other settings that the children attend. As a result, planning is not based on what children already know and can do, and what they need to learn next.

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 further improve the quality of the early years provision, the provider should: create consistent challenge during play that is appropriate for the individual needs of the children, to support their engagement nensure that children have access to a range of resources that is stage-appropriate and supports gross motor skill development fully strengthen parent partnership, and liaison with other settings, so that children's individual needs inform the curriculum planning.