Kidzone Preschool and Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children happily skip into this positive setting. They are greeted by the nurturing staff, who provide extra reassurance to children who need it.

Children settle quickly and are keen to find out what activities are on offer. Children joyfully join in with the welcome song and confidently talk to staff about what day, month and season it is. Children are self-assured and feel safe.

Children interact positively with their peers and collaborate in their play. They hold hands as they run around dressed as their favourite superhero. As children look for worms in the soil, they help each other to lift the heavy stones.
<...br/>Staff praise children for 'being kind' as they independently take turns to use the slide and help to push each other on the swing. Children are developing positive relationships. Children are supported to develop their expressive arts and design skills.

They have many opportunities to engage in a wide range of creative activities and experiences. Children use their imaginations as they take requests for ice creams in the role-play area and pretend to take orders on the phone. They develop their listening skills as they join in with the words and actions to songs.

Children are encouraged to convey their own thoughts and ideas through drawing. All children make good progress in their learning, particularly in expressive arts and design.

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

Leaders aim to instil a love of reading into every child.

They ensure that children have access to a wide range of books at the setting and support them to become familiar with stories by frequently reading aloud to them. Staff encourage children to take books home to read with their families. In their play, children act out the stories they have heard.

They pick grass and say that they are making food for the big bad wolf. They say that he is going to 'blow their house down'. Children are making good progress in their literacy skills.

Staff promote children's knowledge of mathematics. They model the use of mathematical language and teach children to understand the concept of counting. Children confidently predict how many buns are left while singing a song about currant buns.

They play with the pans outside and say that the dinner will take '300 hours to cook'. Children are making good progress in their mathematics development.Children benefit from being physically active while at the setting.

They develop their physical skills as they dig up the mud, run, climb and ride bikes. They use their small muscles to roll dough and to squeeze the slime between their fingers. Children's physical skills are developing well.

Leaders and staff work in partnership with parents. They ensure that parents are given detailed information about their children's progress. They share ideas to support parents to extend their children's learning at home.

Parents are regularly asked for their views about their children's interests. Staff use this information to plan activities that will excite and engage all children. This supports the continuity of care and education between home and the setting.

Staff support children to develop their independence. Children confidently take their own coats off when they arrive. They learn to use the toilet independently and can wash their own hands thoroughly.

Children who are learning how to take their own shoes off are taught how to do this through clear modelling and explanation from staff. Children are becoming increasingly confident in managing their own personal needs.In the main, staff promote children's language development well.

They teach children new vocabulary and encourage them to engage in conversations about their play. However, staff do not always use their interactions with children to check their understanding of language. At times, staff do not give children enough time to process and respond to the questions they pose.

This does not support children to develop their communication and language skills to the highest level.Overall, children are motivated to learn and make good progress in their learning. Most children engage well and focus for extended periods.

However, staff are not always vigilant in checking that all children are fully engaged in purposeful learning experiences. Occasionally, children who need support to join in with activities are not identified quickly enough by staff. This does not support all children to make the highest levels of progress.

Safeguarding

The arrangements for safeguarding are effective.All staff understand the signs that may indicate children are at risk of abuse. They know what actions to take if they have concerns about children's welfare or about the conduct of a colleague.

Leaders have robust recruitment systems in place to ensure that children are only cared for by staff who are suitable. Staff carry out frequent checks of the premises to ensure that children play in a safe and secure environment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: focus professional development more precisely on developing staff's knowledge of how to promote children's communication and language development support staff to identify children who are not fully engaged in purposeful learning experiences so that all children make the highest levels of progress.

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