Marvels Kids Club Ltd.

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff create a home-from-home learning environment, where children feel safe and happy. Children beam with delight as they arrive at this vibrant nursery. They cuddle staff and are eager to greet their friends.

Staff are good role models. They teach children how to be kind and considerate towards others. Overall, children behave well and show positive attitudes towards their learning.

Staff support children's emotional well-being effectively. They spend time getting to know children during the settling-in period. Children settle well and they have a strong sense of belonging.

Staff provide children with a broa...d curriculum, which builds on what they already know and can do. Children enjoy the array of activities on offer. Older children giggle with delight while blowing bubbles outside.

Younger children show excellent creativity as they paint and make models from dough. Staff encourage children to be independent from a young age. For example, they help children to learn how to use cutlery.

Children quickly learn how to put their own coats on and help to tidy toys away. Staff help children to be ready for their next stages in learning, including their eventual move on to school. For example, they help them to develop their early writing skills.

Children excitedly talk about their new teachers and what will be expected of them in school.

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

Since the last Ofsted inspection, the manager has made significant improvements across the nursery. She has successfully addressed the past weaknesses and has welcomed support from the local authority.

Self-evaluation is accurate and has a positive impact on outcomes for children. For example, through reflection, leaders have redeveloped the learning environments to ensure that children have access to more books. This supports children's love of reading effectively.

They share books with their friends and enjoy story time with staff. Children gain an early awareness that print carries meaning.Leaders have introduced a new curriculum, which is informed by research and what they already know about children.

They have determined the important knowledge children should learn and in what order this should be done. For example, staff provide younger children with obstacles to complete, which requires them to crawl, balance and pull themselves up. This helps to build younger children's core body strength in readiness for walking.

The support in place for children with special educational needs and/or disabilities (SEND) is excellent. Leaders ensure that children with SEND get the support that they need. They are relentless in their pursuit to removing barriers to learning.

For example, they have robust links in place with external professionals and intervention plans are monitored with precision. Children with SEND make good progress.Parental partnerships are a strength of the nursery.

Staff provide parents and carers with high levels of support and guidance. They hold parents' evenings and keep them informed of their children's time at the nursery. Parents speak highly of the staff and stated that the nursery is 'perfect'.

Leaders have introduced new systems for staff supervision and training. Staff attend a variety of training programmes and report that these are helping them to develop their understanding of child development. However, during supervision sessions, leaders do not provide staff with incisive feedback to help to improve their practice further.

This means that children's learning is not always supported as well as it could be.Overall, children know the routines of the nursery well. They enjoy taking part in letters and sounds activities and story time with staff.

However, the organisation of some group-time activities and routines are not planned in a way that help to keep children focused and engaged in their learning. For example, some children lose interest and they sit for too long during adult-led activities. Additionally, during lunchtime routines, some children wait too long for their food and begin to show some frustrated behaviours.

Staff teach children well about the world around them. Children relish finding out about celebrations and festivals. They recall learning about Ramadan and Eid.

Children are well-rounded individuals, who have a good understanding of differences. For example, they complete self-portraits and discuss the many ways that they are different, such as eye and hair colour.The support in place for children who speak English as an additional language is good.

Many staff are bilingual and support children well. For example, they introduce words in home languages and put intervention plans in place. Children are confident communicators and gain a good command of English.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide staff with more incisive feedback during supervision sessions, to help raise their practice even further refine the organisation of group-time activities and routines, to help to keep children more focused in their learning.

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