Kinderkare MCS

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children have lots of interesting toys to play and learn with. Activities are easily accessible. Children make independent choices about what they want to do and how they want to play.

For example, role play costumes and toys are available in every room, which the children enjoy playing with. They develop social and creative skills as they pretend to be 'cooks' or 'at home'. Art spaces are well stocked with a wide range of materials.

Children create original images with pencils, paint, paper and glue. Children play outdoors often, and they have wet-weather clothes to enable them to play outdoors in any weather. They ha...ve access to lots of exciting games.

They enjoy playing with balls and tricycles. There are stepping-stones and an assault course which develop physical skills. Children have planted lots of flowers and vegetables which they take care to look after.

Managers have created a friendly and homely environment. Children are happy to attend. They have positive relationships with members of staff.

Children are confident and secure. They develop good friendships with the other children and know how to be kind and share with others. There are cosy rest spaces in each room for children to relax and think.

Children read books, reflect on their feelings and emotions, and enjoy moments of calm.

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

Managers have created an ambitious and well-planned curriculum which they share effectively with staff. Children are challenged and make good progress.

However, the manager does not always recognise when teaching and learning could be improved so that older children are more challenged and make even further progress.Managers have created a positive and supportive working environment for staff and children. Staff know what is expected of them and who to ask for guidance if needed.

They know the curriculum and implement it well with thoughtful and effective activities in each room. A strong key-person system is in place. Staff know the children well, what they can do and what their next steps are.

Staff receive support in their training and continued professional development.Staff understand the importance of supporting children's language and communication skills. They speak clearly and enable children to learn new words.

They read to the children three or four times a day and sing songs daily. Some staff have completed language and communication training. From the skills learned on this course, they have created guidance for other staff.

This supports them to increase their use of more complex words and extend children's vocabulary. For example, staff introduced new and technical words, like 'patio' and 'skyscraper', to the children. However, in the baby room, some children use dummies when they are playing and learning.

This limits opportunities to develop language and communication skills in younger children and has an impact on oral health.Children of all ages have good physical skills. In the pre-school class, they enjoy running, skipping and balancing.

They listen and concentrate well and are confident in explaining what they are doing. Children enjoy using a magnifying glass to explore a story sack based on 'The Very Hungry Caterpillar' book. They develop skills in mathematics by placing the objects from the story in the correct sequential order.

Older children write their names and are confident in counting to 10.Staff create interesting activities to teach children to understand the wider world. The children enjoy these activities.

Staff read books to children, such as 'The Proudest Blue' and 'Odd Dog Out' to support children's understanding of equality and diversity. The nursery enjoys an 'International food month'. They explore foods from other countries and enhance the children's understanding of other cultures and religions.

Children know they are special and unique.Staff and managers have good relationships with parents. Parent feedback is positive, and staff keep them up to date with their child's development.

Parents are happy with the progress their children make. They comment that their children feel happy to come to the nursery. Staff are aware of the additional support children may need due to the COVID-19 pandemic.

They know that children and parents may need more help when they first start at the setting.

Safeguarding

The arrangements for safeguarding are effective.Children are safe and secure in the nursery.

The managers follow a thorough recruitment process to employ suitable staff. All new staff are trained with a well-planned induction programme, which includes the setting's safeguarding policies and procedures. The managers make certain that all the staff are up to date in their safeguarding training.

Safeguarding measures and any updates are discussed at regular staff meetings to ensure everyone is up to date in their knowledge and practice. Staff are confident in the policies and procedures to follow to ensure they keep the children safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support babies to develop their language and communication skills with consistent opportunities to babble and make sounds nimprove the assessment of teaching and learning so that older children are more challenged and make even further progress.

Also at this postcode