Ipswich Private Kindergarten Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children have a good sense of belonging.

They demonstrate close relationships with staff as they happily enter the nursery. Children are happy and enjoy greeting their friends when they arrive. They communicate well.

Young children use gestures and sounds, which staff are alert and responsive to. Older children speak well, using a wide range of vocabulary to express themselves. Children are confident and welcome visitors into their nursery.

They are curious about what they are doing and happily ask questions to gain information. They behave very well, listening to the staff when they ask them to help to tidy a...way the toys. Children are very affectionate towards their key staff, especially when they need some reassurance, and they seek cuddles.

Their emotional development is well supported. Children are encouraged to use their words when they get upset to help them regulate their behaviour and explain what they need.Children make choices about how to spend their day.

They are motivated to explore and learn and self-select from resources. Babies marvel as they explore shaving foam, intrigued by the texture. Each room has its own outdoor space, specifically resourced for their children.

Children are visibly excited when they are in the gardens. The sand pit is popular with children. They enjoy using diggers and their imaginations.

There are opportunities in each space for children to practise climbing as well as developing their fine motor skills by mark making. Older children are growing sunflowers and enjoy watering them and watching them grow.

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

Staff know the children and their families very well, which supports children when they talk about their home life.

All staff focus on communication. Staff engage in role play and skilfully extend children's games by bringing in new concepts and words. For example, a member of staff asks the children what flavour their noodles are.

When children do not understand, he explains 'flavour 'means 'taste' and gives them examples.At group times, however, staff do not focus on the areas of learning that will make the most difference to children's ongoing development. For example, the focus is on phonics and colours rather than encouraging children to engage in lengthy conversations to allow them to test their growing vocabulary.

Children excitedly join in with familiar songs and actions. They love stories and especially engage when staff excitingly bring them to life, such as using play dough to make the different insects in the book.Staff consider children's independence as they place water stations in each of the nursery rooms and outdoors, so that children can independently wash their hands.

Staff remind them of germs and the importance of keeping clean.Children have good table manners and learn to use utensils when eating their healthy meals. The older children enjoy racing around on their bikes on the outdoor track.

If sharing becomes difficult, staff effectively use a sand timer to help children to patiently wait their turn.Staff support children to engage in a mathematical game. Children visibly have fun playing the game that involves sorting different coloured bears into colour groups.

They laugh as they try to beat the timer. Children count and compare who has the most, showing their mathematical knowledge. During their play, children independently count and use mathematical words, such as 'long' and 'short'.

Children's imaginations are enhanced through the nursery's resources. A group of children creatively engage in the mud kitchen. They work collaboratively to fill their watering cans and mix the water with the soil until the mud is the right consistency.

They enjoy putting their hands in it to explore the texture, talking about eating the cakes they make, laughing as their hands are covered in mud.Children with special educational needs and/or disabilities are well supported by staff. They are attentive and work well with parents to support them.

Parents speak highly of the nursery, commenting about how happy their children are. Parents are well informed about their child's day. Managers are strong leaders and spend time in the rooms observing and working alongside their staff, which helps them to focus the support staff may need.

Staff are reflective and aim to improve their practice through conversations with their peers and managers. Staff play an active role in their development and identify training of interest to keep themselves up to date.

Safeguarding

The arrangements for safeguarding are effective.

Staff's safeguarding knowledge is strong. The majority of staff have completed child protection training. All staff can confidently identify the signs of potential abuse and neglect.

They are aware of the wider safeguarding concerns and alert to them. The setting's procedures are evident. Each room has signs reminding staff of the numbers to contact should they need to make a referral.

General safety is important. For example, there are gates to prevent access to corridors and stairs to ensure that children are accompanied by an adult.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure that group times are focused on what will make the most difference to children's learning and development.