Klever Kids Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settle well as soon as they arrive. They confidently leave parents and carers at the door.

Staff are kind, attentive and calm with children. They are especially sensitive to the needs of babies and offer them good physical and emotional comfort when they need it. Children make good progress in their learning during their time at the nursery and gain a range of skills that aid their eventual move to school.

Staff encourage children to use their literacy skills to write their name on their pictures. Children form recognisable letters. Imaginary play is popular with the children.

They use a... selection of resources in the mud kitchen and explain how they make lentil soup.Children develop independence skills. For example, babies feed themselves with finger food and staff encourage toddlers to put on their coat for outdoor play.

Pre-school children use spoons to self-serve their lunch. Children speak fondly about the nursery. They tell visitors they like attending nursery and add they like playing in the garden and with toys.

Children have a very good understanding of the nursery 'promises'. During group time, pre-school children confidently recite the 'promises'. One example of this is to use 'kind hand's.

This contributes to children's positive behaviour.

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

The manager is very knowledgeable about her role leading the nursery. Staff benefit from regular support and supervision from the manager.

They receive frequent feedback about their teaching practice and are given good opportunities to enhance their professional development. For example, the manager encourages staff to access a training course once a month. This helps improve outcomes for children.

Staff provide exceptionally well-planned, stimulating environments for children. They provide spaces and plan activities that reflect children's interests, and encourage them to continually develop in all areas of learning. For example, children of all ages make their own play dough.

They spend a long time using their fine motor skills to manipulate the dough as they play alongside, and chat with their friends.Children enjoy playing alongside the staff and generally have their ideas supported. However, staff are sometimes too quick to move children's ideas on, as they quickly suggest something different to do.

Consequently, children do not always have the time to secure their ideas and extend their own learning.The manager uses additional funding thoughtfully. She recognises that since the COVID-19 pandemic, that there has been a slight delay in children's speech and language development.

Funding has been used to create a cosy room, where children can come together with their parents, carers and siblings to look at books and play games. This helps to encourage children's language skills.The nursery has a large cohort of children who speak two or three languages at home.

Staff communicate well with all the children. They engage children in interesting conversations, such as discussing Remembrance Day, or talking about places they have visited. This means children make very good progress in their speaking skills and they can articulate well with staff and visitors.

Staff have a clear understanding of the focus of the well-sequenced curriculum. However, at times, staff in the toddler room do not always support all children's transitions, such as when they are waiting to get dressed for outdoor play. At this time, some toddlers become disengaged from meaningful learning.

Children of all ages thoroughly enjoy the amazing outdoor spaces. They demonstrate very good physical skills. Babies copy staff and hold brushes to paint with water on a fence.

Toddlers and pre-school children sit on wheeled trolleys and take safe, manageable risks as they whizz down a slope. Children play outside in all weathers; this helps to promote healthy lifestyles.The nursery staff promote healthy eating.

They do this in a variety of ways. Recently the children took home a 'soup bag' of vegetables to encourage them to make soup with their parents. The daily menus are made up of healthy choices and foods that reflect and value the heritages and cultures of the children who attend the nursery.

This contributes to children's sense of belonging.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff have a superb understanding of the signs and symptoms of possible abuse and what to do if they are worried about a child's welfare.

They understand how to report their concerns about children or a member of staff. Staff attend regular safeguarding and child protection training and have good opportunities to refresh their knowledge on a regular basis. Staff ensure that premises and environments for children are kept clean, safe and secure.

For example, a staff member checks the outdoor area for any hazards before the children play outdoors. Staff help children to learn about keeping themselves safe when they remind them to use their walking feet inside, so that they do not fall.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop staff skills, so that they can help pre-school children to consistently lead and extend their own learning and develop their thoughts and ideas review some transition periods for toddlers to ensure that they are consistently purposefully engaged in learning.