Kids in Motion

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The nursery is a calm, warm and nurturing environment for children.

Staff help children to feel safe and settled by providing a caring base from which children can explore. Staff are attentive to the individual needs of children and are committed to providing high levels of care. Babies and young children are happy and busy, enthusiastically engaging in different activities.

They are well supported by staff, who are on hand to provide reassurance. Children behave well, and staff use effective strategies to help children to manage their feelings and behaviour. Children are encouraged to use good manners and say 'please'... and 'thank you'.

They listen to and follow simple instructions. Staff acknowledge children's achievements, such as pointing out 'good sharing' and listening. Children are good communicators and are able to voice their needs and wants.

They move confidently around the different areas of the nursery, choosing their own resources from a wide selection available. Children learn about the benefits of a balanced diet, dental hygiene, and regular fresh air and exercise. They have lots of opportunities to be physically active and move their bodies in different ways.

For example, they do yoga sessions and use the mini wall gymnastics unit and outdoor area. All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points. The special educational needs coordinator monitors children's needs.

She has good links with the local authority to ensure that all children are supported to enable them to reach their full potential.

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

The nursery owner and manager are strong leaders who know what they do well and where they need to improve. They work well together and with staff, offering hands-on support through effective role modelling to help staff to grow in their professional development.

For example, staff have access to a range of training to gain further knowledge and experience. Staff say that they feel highly supported and their well-being is considered.Staff have a good knowledge of their key children.

This includes their achievements and main learning priorities. However, at times, staff do not consistently use the information gathered from their observations of children's assessments as well as possible to support them in their planning. This means that some teaching is not precisely matched so that children can build on what they already know.

Books play an integral part in the nursery curriculum. Staff use props during story sessions to ignite children's interest and love of reading. However, during group story time, staff do not always explain new vocabulary that is introduced to children in order to extend their learning and understanding fully.

Children develop a positive view of culture and diversity, which reflects the children in the nursery. For example, children participate in cooking activities. They shop for ingredients and bake food that relates to a festival or celebration, such as Eid.

This helps children to develop a positive sense of belonging.At times, children are encouraged to develop their independence. Older children self-serve their lunch and manage their own toileting needs.

They learn to safely negotiate the staircase to the first floor. Younger children have opportunities to self-select toys and resources.Assessment procedures, including the progress check at age two, are embedded well, overall, into practice.

Staff ensure that parents are included in their children's learning by utilising the online nursery management system.Staff prepare children well when they move within the nursery and in readiness for starting school. Children learn to manage tasks for themselves to build their independence, such as registering themselves on arrival and lining up before they go outside.

Parents are helped to support their children at home in preparation for this milestone.Children with SEND are supported well. Staff work closely with parents and other professionals to provide individual focused targets that will support their additional needs.

Children with SEND are making the best possible progress.Parents are very happy with the care that their children receive. They particularly say how well the staff team communicates with them and accommodates their children's individual needs.

They comment that their children are making good levels of progress in their learning and that staff are nurturing and kind.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good understanding of how to keep children safe in the nursery.

They complete regular risk assessments of the environment and children's activities to make sure that risks are identified and managed. The manager ensures that necessary safer recruitment checks are complete before new staff start working with children. She also ensures that all staff are qualified in paediatric first aid so that they can respond confidently to first-aid incidents.

Staff are confident in fulfilling their safeguarding responsibilities, including reporting any concerns to other professionals, such as social services. They can confidently identify signs and symptoms of potential abuse.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: focus more closely on what children need to learn next when planning learning experiences nuse techniques to enhance children's understanding of stories and love of books with regular opportunities that introduce new ideas, words and concepts.