Kids 1st - Rake Lane

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children develop as confident, independent learners in this well-established nursery. They behave well and are clearly aware of the daily routines.

Older children are articulate, competent communicators. They remind each other of the age-appropriate rules and boundaries that staff put in place. Prior to accessing the outdoor area, children confidently put on their own raincoats and wellies and thoroughly enjoy running around in the rain.

They demonstrate they are happy and feel safe as they play. Younger children quickly develop their self-help skills during mealtimes. As they progress through the nursery, staff help t...hem to develop skills, such as using cutlery and serving their own meals.

The manager and her staff team implement a well-thought-out curriculum and they have high overall expectations of what children can do. This supports children well to develop the skills they need for the future. Activities and experiences are planned with clear intent.

For example, children in Starfish 2 explore a variety of small pots and pans in the sand to follow their interest in filling and emptying. The manager accepts there are weaknesses in practice for the youngest children in Starfish 1 and demonstrates a proactive response to addressing these quickly.

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

Staff place a high focus on developing children's early reading skills.

Two-year-old children become engrossed and listen intently when staff read stories to them. Staff make excellent use of intonation in their voice, for example by whispering and pretending to roar. Older children begin to hear the initial sounds in words and recognise letters of the alphabet.

They are excited to join in with stimulating activities and quickly match pictures such as a snake to the letter 's'.Children develop high levels of concentration as they play and learn. Children in the Penguin room demonstrate this when they mix their own gloop, using cornflour and powder paint.

They use their fingers to make patterns, including drawing snakes.Support for children with special educational needs and/or disabilities is strong. Staff work very well with external professionals, such as physiotherapists, to implement strategies to meet children's individual needs.

Arrangements for monitoring the quality of teaching and practice throughout the nursery are, generally, good. Managers and room leaders observe staff and provide support and guidance to help develop their skills further. However, there are some inconsistencies in practice in Starfish 1 room that have not been swiftly identified and addressed.

This is hindering the manager's ability to raise the overall quality of practice to an outstanding level.Good hygiene procedures are in place throughout the nursery. Consistent practices are in place and implemented by staff, to support children's physical health.

Innovative activities help children to develop an understanding of the importance of handwashing.Partnerships with parents are, generally, good. Those parents spoken to during the inspection speak highly of the nursery and say how happy their children are.

The management team acknowledge partnerships with parents could be strengthened even further. For example, they know they need to explain the rationale behind activities, as well as the impact on children's learning, development and well-being.The manager reviews the learning environment as part of her self-evaluation process.

There are plans in place to improve the quality of the outdoor learning environment for the youngest children. However, plans are still in their infancy and have yet to be fully implemented, to raise the quality of learning for those children who prefer to learn outdoors.The manager is well supported by her extended management team to maintain an overview of the nursery.

Risk assessments are thorough and reviewed in the light of any event, to prevent possible reoccurrence.Children are supported well emotionally when the time comes for them to leave nursery and move on to school. Teachers from local schools visit children and talk to them about their up and coming transition.

Safeguarding

The arrangements for safeguarding are effective.Children access a safe learning environment. Effective arrangements ensure the nursery building is secure.

For example, a fob system is in place for parents to enter the building. Clear signs ensure they do not let any other individuals enter at the same time. Staff have a clear understanding of how to keep children safe and protected.

They recognise possible signs a child is at risk of harm and know who to contact should they have any concerns. Staff are aware of the procedure to follow should an allegation be made against them or their colleagues.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: swiftly identify and address any weaknesses and improve the overall quality of practice, particularly for the youngest children strengthen partnerships with parents further and provide even more information about activities to support children's learning, development and well-being continue to implement plans and extend opportunities for learning for younger children who prefer to play in the outdoor area.