Kids Corner Aston Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff work in partnership with parents to ensure a personalised settling-in process for each child to help them settle and feel secure.

They build close relationships with children and their parents and are nurturing and attentive to the needs of children. Staff consistently talk to children about their emotions and about the impact of their behaviour. Children understand the rules and routines in place and instinctively follow them.

For example, during an outing to the local supermarket, children demonstrate high levels of control and behaviour throughout and follow the systems in place for their safety. Staff have hi...gh expectations of children. Children often persevere during activities and show good levels of engagement.

For example, children carefully use paintbrushes as they mix the paints to create new colours and paint ice cubes. Staff skilfully encourage children to think about why the ice is melting and the new colours they create. Staff help children to practise key skills they need for their future learning and in preparation for school.

For example, children easily take turns and increase their independence as they work together to make dough. Children who speak English as an additional language are supported well to gain a good understanding of English. Staff working with babies obtain key words in their home languages, which they use with babies to help them to settle in.

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

The manager has a clear understanding of what she wants children to learn at each stage of development. The prime focus of the curriculum is to provide children with rich, first-hand experiences within the local community and for children to engage with the natural world. For example, children visit the local park, fire station and places of worship, and these experiences are used well by staff as a learning stimulus.

Staff successfully incorporate literacy and mathematics through the activities children enjoy most.Staff help all children to enjoy and take part in singing songs and rhymes throughout the day. For example, the youngest children delight in using the instruments as they sing, and enjoy making animal sounds related to the songs.

Pre-school children individually stand and confidently recite the 'I am special' song. Staff help children to develop a fondness for books through daily story sessions and weekly visits to the library. This helps children to develop their communication and language skills.

Staff provide an inclusive environment and there are effective systems in place to support children with special educational needs and/or disabilities. Staff complete language assessment tools to identify quickly any delays in children's communication and language. They use this information to help children to catch up and close gaps in their learning.

Staff know their individual key children well. They carefully make observations of what children enjoy, monitor their development and identify their next steps in learning. Staff generally use this information to help children to build on what they know and can do.

However, occasionally during group activities, staff do not precisely focus on what they want each child to learn. Therefore, on these occasions, although children engage well, staff do not support them fully to help them make the very best possible progress.The manager works alongside the staff daily and encourages them to evaluate the activities provided.

Staff benefit from regular supervisions and some training. They speak highly of the support they receive. However, the manager does not precisely target where staff would benefit from further coaching and training to help raise the quality of their teaching practice to the highest level.

In particular, the manager has not identified that less experienced staff do not always consider how to support the quietest children to increase their confidence to participate more fully during group conversations and activities.Parents are warmly welcomed into the nursery and attend many workshops throughout the year, which are planned around the various cultural festivals celebrated. Feedback from parents is overwhelmingly positive.

They appreciate the advice they receive on how to support their children's learning at home and are impressed by the progress their children make.Promoting children's health is a prime focus. Staff monitor children's lunch boxes and work closely with parents to ensure that they incorporate healthy options.

Staff ensure that children benefit from a walk daily or use the local park, as they recognise this is a high priority as there is not an outdoor play area on site.Ofsted has not been provided with all the information it requires about a new director in a timely way. However, this has now been rectified and the director has a Disclosure and Barring Service check.

They do not have contact with children and are not involved in safeguarding issues or recruitment. Therefore, the impact on the children is minimal. There are robust systems in place for the recruitment of staff working with children to ensure that they are suitable to work with children.

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: support staff to focus more precisely on the learning intent during group activities to help strengthen the planning and implementation of the curriculum target professional development and coaching to enhance the quality of staff's teaching and interactions further, particularly with supporting quieter children to help increase their confidence in speaking in group situations.

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