Little Tykes Kids Zone

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Little Tykes Kids Zone provides a warm, welcoming and safe environment for children. Staff consider children's interests when planning activities. They ensure that there are fun and stimulating activities available for children when they arrive.

As a result, children are very happy and engaged while in the setting, so much so that parents are told by their children not to collect them too soon. Children are proud of their achievements. For example, they bake twice a week and proudly show the inspector the cakes they have made.

Staff communicate well with children and encourage and support them to develop new skills. Childr...en learn the technique for skipping as staff carefully explain what they need to do. 'I did it,' children exclaim, as they are praised by staff.

Staff are positive role models and have high expectations for children's behaviour. At the start of the school year the children develop their own promises. They respect these promises and demonstrate kindness to their friends and respect for the resources.

Children play well together, taking turns and sharing equipment. They invite staff to join in their play. Staff follow a consistent approach with the children.

For example, staff wiggle their fingers to gain children's attention. Children respond promptly and listen carefully to what is being asked of them.

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

Leaders have put in place a robust system that ensures children are collected safely from the school.

Staff are deployed well. They collect children directly from their teachers. Children know the routine and line up with staff before safely crossing the road.

Staff provide a varied range of activities and resources for children. Younger children enjoy playing games together. Children are confident communicators.

They tell the inspector which are their favourite characters. Children of all ages enjoy pretend play. They create a supermarket with a variety of foods and products to purchase.

Children competently use the till to add up the cost of the food. They tell a member of staff that she owes them 67p for her basket of food.The small outdoor space provides children with the opportunity to play outside in the fresh air.

Leaders have provided an awning to ensure that children can play safely, protected from the sun. Children can make marks on boards, play with balls and skip. However, there is capacity to expand the activities available in the outdoors to provide more sensory activities for children.

Parents are very happy with the setting and comment on how friendly the staff are. They welcome the flexible approach that enables their children to be cared for safely. The setting has systems in place to ensure that messages to and from parents to the school are passed on effectively.

Staff work closely with parents and the school to gain useful information that enables them to tailor the support they offer to each child. They know each child's uniqueness and foster their emotional well-being. Parents comment on how staff go out of their way to support their child and the family.

Staff support children's health and well-being. For example, they recognise that children are hungry after school. Children wash their hands before they tuck into the snack provided.

Parents can pay an additional cost for tea to be provided. Children comment that they love jacket potatoes and, 'Fish fingers are my favourite.' Children ask to attend breakfast club as, 'The breakfast is better than at home.'

The setting supports children to develop their growing independence in preparation for the future. Children take care of their belongings. They hang up their coats and deposit their school bag and drink bottle in the designated space.

Staff work very well together. They comment on how they feel supported by leaders and managers. Staff receive regular one-to-one supervision, which enables them to consider their professional development and personal well-being.

Leaders support staff to complete relevant qualifications and attend training in areas that interest them. However, the opportunity to feed back what they have been taught from the training is not always done in a timely manner.Staff provide opportunities for children to learn about the world they live in and how some people need additional support.

They raise funds for local charities such as Guide Dogs for the Blind and the local neonatal unit. Children learn how some countries do not have clean water that is safe to drink. They bake cakes to fundraise for AquAid in Malawi.

Safeguarding

The arrangements for safeguarding are effective.The staff have a clear understanding of keeping children safe. They attend regular safeguarding training that enables them to keep their knowledge up to date.

This includes knowledge of wider safeguarding concerns such as radicalisation, extremism and county lines. They know what the safeguarding procedures are that they must implement should they feel a child is at risk. This helps to keep children safe.

The recruitment of staff, and their supervision, is robust and helps to ensure that staff working with children are suitable. The premises are secure. Children cannot leave unsupervised and visitors cannot gain access without staff approval.