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What is it like to attend this early years setting?
The provision is good
Children are happy and safe at Kids World Havercroft.
They enjoy their time in the setting and have secure attachments with kind, caring and sensitive staff. Babies join in with a range of songs and rhymes as they develop their communication skills. Staff use props to bring songs to life and to further support children's understanding; for example, babies pick out horses and cows as they sing 'Old McDonald'.
The setting is exciting and stimulating for children and inspires their curiosity. Children have a wide range of experiences to explore as they learn and develop. Staff are sensitive to children's needs and interac...t with them positively.
Older children explore the texture of clay. Staff encourage them to use knives safely as they cut off chunks and make a tower.Staff have high expectations for all children and are very good role models.
They teach children right from wrong from an early age. Older children help to decide on the nursery rules and boundaries as they learn about kindness, tolerance and respect. Children are confident and self-assured individuals who demonstrate positive attitudes towards their learning.
What does the early years setting do well and what does it need to do better?
Staff know how children learn and develop. They support them to make progress through well-planned activities and experiences. All children are challenged, and staff adapt activities to meet their individual needs.
Children with special educational needs and/or disabilities are supported particularly well. Staff work closely with parents and other professionals to ensure that they get the support they need.Staff observe children as they play to find out what they know, understand and can do.
They use their assessments well to identify any gaps in children's learning and plan experiences to close these. For instance, the manager has identified that mathematics is an area where children need further support. Staff ensure that children are immersed in an environment full of opportunities to develop their mathematical skills.
For example, when children build a ramp for cars to go down, staff skilfully introduce numbers and counting into the activity. They make up a point-scoring system and measuring how far the cars go.Children's communication and language development is promoted well overall.
Staff talk to children constantly, label what they are doing and introduce new words to extend children's vocabulary. However, at times staff do not consistently give children the time that they need to respond to one question before moving on to the next.Children meet their own health and self-care needs successfully.
Older children wash their hands independently and help themselves to fresh fruit for their snack. Children enjoy the responsibility of helping staff to carry out simple tasks, such as setting the table at lunchtime.Children enjoy opportunities to play outside daily.
They develop their physical skills as they jump through hoops, run and pretend to make ice creams in the mud area. Children are excited as it begins to snow. They try to catch snowflakes and talk about why the snow is melting.
However, at times, staff do not allow children to test out their own thoughts and ideas fully as they play and explore, to challenge their thinking skills.Partnerships with parents are strong. Parents are kept well informed about their children's day and what they are learning.
Staff regularly share updates about children's achievements and use a range of techniques to help parents to support their children's learning at home. Parents are very complimentary about the setting and staff.Leaders regularly observe staff and their interactions with children.
They give them feedback to about their performance and evaluate the quality of teaching together. This helps staff to reflect on their practice and make improvements where needed.Self-evaluation is effective.
Leaders are ambitious and work closely with staff and parents to enhance the setting and experiences for children. Changes since the previous inspection have seen a focus on improving the quality of education so that children make progress across all areas of learning and development.
Safeguarding
The arrangements for safeguarding are effective.
Children are safe in the setting. Staff know the signs and symptoms which might indicate a child is at risk of harm. They understand how to identify and report any concerns they may have about a child's safety or welfare.
Leaders and managers ensure that staff keep their knowledge up to date, and staff are aware of wider child protection issues. When appointing new staff, leaders and managers follow safer recruitment procedures to make sure that staff are suitable and have the skills they need to fulfil their roles in the nursery.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: give children more time to think about and respond to questions and prompts to further develop their speaking skills nallow children to test out their own thoughts and ideas during their play, to extend their problem-solving and thinking skills.
