Kids 1st - Bowesfield

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children demonstrate high levels of confidence and independence as they explore the wide range of resources that are accessible to them.

They have a vast range of opportunities to develop their physical skills. For instance, babies crawl through tunnels. Older children thoroughly enjoy investigating the snow in the outdoor area.

They carefully climb small snowy mounds, expressing their delight as they reach the top. Toddlers develop their understanding of the natural world. They investigate flowers, herbs and radishes.

Children use their senses to explore each item. They learn to respect other people's choices.... For example, with the support of their parents, older children are encouraged to vote for a class president.

Due to the COVID-19 pandemic, key staff now greet all children and their families warmly at the nursery's main entrance. On arrival, children confidently leave their parents and eagerly seek out enjoyable activities in their rooms. Children, including those who are new to the nursery, settle well on arrival.

Children's behaviour is good. Staff teach children about the nursery's rules and boundaries, and what is expected of them. Children are kind and friendly towards each other.

Staff regularly praise them for sharing and being kind to others.

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

Overall, the quality of teaching across the setting is good. Staff are highly qualified and have a good knowledge of children's individual needs.

They provide children with an exciting range of activities and experiences, which support them to make good progress. However, staff do not consistently link what they want children to learn to the activities that they provide.Staff gather crucial information from parents about what their children know and can do when they first start at the setting.

However, staff do not share precise information about children's development as they move between rooms. This means that staff do not always focus on children's next stage of learning from the very beginning.Staff place a strong emphasis on supporting children's communication and language skills.

Children foster a love of reading as they spend time looking at books independently and with each other. Older children pretend to be a teacher and read familiar stories to their friends. Toddlers excitedly join in action songs, and pre-school children practise initial letter sounds.

Staff engage children in conversations and introduce a wide range of vocabulary. For example, children listen with awe as staff discuss the solar system and introduce the planets, Neptune and Jupiter.Partnerships with parents are a strength of the setting.

Parents know what their children are learning, through conversations with staff and the use of an online system. Staff share information with parents to help them to understand how their children's learning can be further supported at home. Parents comment that 'staff have positive relationships' and 'communication is extremely effective'.

Staff are very caring, sensitive and nurturing. They quickly respond to children's needs. For instance, when young children wake from their sleep, they are quickly provided with cuddles and reassurance.

As a result, children settle quickly and form secure relationships with their key person. This helps to promote children's emotional well-being.There is very good support for children with special educational needs and/or disabilities.

The special educational needs coordinator works closely with key staff to develop individual learning plans for children. Staff work in close partnerships with a wide range of professionals to support children to reach their full potential.Children behave well.

They understand the expectations of the setting and listen to staff when they need some guidance and support. Older children say please and thank you, without being prompted. Staff give children praise and encouragement for their positive behaviour.

Staff teach children good hygiene practices. Older children show high levels of independence with their self-care skills. They know to wash their hands before eating and after using the toilet.

Toddlers learn to wipe their own nose and wash their hands afterwards. They talk confidently about using soap to 'wash the germs away'.

Safeguarding

The arrangements for safeguarding are effective.

The management team and staff have a sound knowledge and understanding of how to keep children safe. They recognise the main types of abuse and know what to do should they have any concerns about a child's welfare. Staff confidently discuss a wide range of safeguarding issues, including children being exposed to extremist views, female genital mutilation and county lines.

All staff have completed safeguarding training and understand the local authority's reporting procedures. Staff undertake regular risk assessments of the nursery environment to ensure that it is safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help staff to build on their understanding of the curriculum, so that they are aware of the skills and knowledge they want children to gain from all experiences strengthen information sharing with other rooms within the setting to fully enable smooth transitions for children to support their continuity of learning.