Kids Inc Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy as they confidently arrive at nursery.

They are enthusiastic to engage in activities that are planned around their individual interests. Older children are confident to explore the properties of melting ice. They crack the ice with sticks, freeing the dinosaurs they had put in water before being frozen.

They know that water can change from a liquid to a solid as they talk about this within their play. This supports their understanding of the world.Children's behaviour is good.

They take it in turns to answer questions during stories. They show empathy to their friends as they offer support w...hen they struggle to achieve tasks. For example, they help their friends to serve lunch.

Younger children are developing secure emotional attachments. Staff maintain good interaction with them during personal care routines. Children are confident to make choices about their play.

They move independently between the indoor and outdoor environments. They are developing good physical skills as they excitedly crawl through tunnels. Babies begin to stand as staff provide encouragement and praise.

Communication between parents and the staff team is effective. Staff have continued to share information with parents throughout the COVID-19 (coronavirus) pandemic. Parents express that they are well informed about their children's welfare and learning.

They value the daily feedback they receive. Parents do not currently come into the setting, which is something they do miss. However, they understand staff are helping to keep their children safe.

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

Staff receive effective support from managers and value regular supervision meetings. There are good opportunities to attend training. Staff share that this supports their professional development.

Room leaders provide support to their colleagues by carrying out peer observations. This helps staff to develop and improve their practice.The curriculum is effectively planned and sequenced, overall.

Staff regularly observe and track children's progress and plan exciting activities that focus on children's interests and what they need to learn next. Any gaps in children's learning are identified and appropriate interventions are implemented.All children, including those with special educational needs and/or disabilities, make good overall progress in relation to their individual starting points.

However, at times, staff do not consider the organisation of large-group sessions. This results in children who speak English as an additional language not always being fully engaged enough to raise their learning to an even higher level.Children are developing a broad range of skills to support their move to school.

They persevere for long periods of time as activities excite their curiosity. They are beginning to write and draw with purpose and are proud to show how they can label their own work. Children are developing confidence in managing their personal care.

They use the bathroom independently and wash their hands.Older children are confident communicators. They are excited to talk about their favourite dinosaurs, the brachiosaurus and stegosaurus.

They listen attentively to stories, which develops their confidence in taking part in discussions linked to events in the story.Younger children enjoy action rhymes and singing, which helps to develop their speech. However, at times, staff do not role model language to enhance their opportunities to listen and learn new words in order to build their growing vocabulary.

Children are learning how to manage their emotions and they talk about how they are feeling. Children express, 'I am happy when I come to nursery, but at times I miss my parents.' Staff reassure children that it is acceptable to be happy, sad or angry and that it is important to talk.

This helps children to understand how to manage their feelings.Children have good opportunities to be creative. They enthusiastically make music in the garden as they bang metal pots and pans and make up their own songs.

They use their imagination well as they pretend to make cake with the play dough. They adapt resources to make pretend ice cream to share with friends. Staff make the most of these opportunities to engage in conversations with children and facilitate their role play.

Parents express that they feel well informed about their children's progress. They receive regular newsletters, which keep them updated about what their children are learning at nursery. They share that this helps them to be fully involved in supporting their children's learning at home.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good knowledge of child protection issues. They are clear about their role in safeguarding children.

The manager keeps her safeguarding training up to date and ensures staff have regular opportunities to revisit the safeguarding policies. Staff are confident in recognising signs that may indicate that a child could be at risk of harm. They know how to report concerns.

Staff have a clear understanding of what to do if any allegation is made against a member of staff, or if they have concerns about a colleague's conduct. There are thorough recruitment and vetting procedures in place to help assess the suitability of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance staff's understanding of how to engage children who speak English as an additional language, so they are consistently included in all activities and supported to make good progress in their learning nimprove support for younger children to extend their vocabulary and enhance their developing communication skills.