Mayo Kindergarten

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children at Mayo Kindergarten are happy and show that they feel safe and secure. They enjoy wonderful relationships with their key person and the staff they regularly see. Children engage confidently with staff, their peers and new visitors to the setting.

They share their experiences positively and recognise what makes them unique.Staff show high expectations of children and what they can achieve. For example, children are supported to identify their names on their labelled water bottles.

Children show positive attitudes to their learning and enjoy carrying out small tasks. For example, they pour their own drinks and ...spread butter on their toast capably, using excellent physical skills. Children listen well.

They understand and follow consistent rules, for example following the one-way system in the garden when using the wheeled toys. This also helps children to recognise risks and encourages them to manage their own safety and that of their peers. The new manager is ambitious for the success of the setting.

She has a firm vision and shows a strong commitment to her role. Reflective practice is well embedded. Staff, parents and children contribute to the targeted and well-informed development plans.

There is a strong team spirit and all staff are invested in the continuous improvement of the setting. The manager has recognised areas to strengthen within performance management to raise the quality of provision to the very highest levels.

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

Staff provide a well-thought-out curriculum that builds on children's interests and what they already know and can do.

Teaching is good and staff offer appropriate levels of challenge during play. For example, as children count items for a phonics activity, staff seize the opportunity to introduce number flash cards to challenge children to find the corresponding number. Children develop great confidence in their mathematical understanding.

There is a strong focus on children's literacy skills and developing a love of reading. Carefully chosen and well-placed books around the environment greatly encourage children's interest in books for both pleasure and information. Staff demonstrate excellent storytelling skills.

Their expressions, tone of voice and enthusiasm build excitement for children and greatly promote their concentration skills.Staff provide excellent support for children's communication and language skills. For instance, they constantly engage in conversation with children, emphasising key words in their interactions to help enhance children's understanding and speaking skills.

Staff regularly introduce new vocabulary. For example, they talk about carbohydrates at snack time. This also helps children to reflect on healthy options.

Children benefit from the small-group size. Staff are warm and nurturing and are attentive to children's needs. Children have a strong sense of belonging and positive well-being and self-esteem.

Parents feel involved in their children's learning and enjoy reading the 'what we did today' notice. Staff also provide information about how parents can continue learning at home. This is linked to the general theme as well as children's individual next steps.

Parents comment on the homely feel of the setting as well the friendly and approachable staff.Funding for eligible children is used very well to target next steps and ensure a good rate of progress in all areas.Partnership working with other early years settings and local schools children also attend is less well established.

Although there are very good preparations for children's transitions to school, there is little information shared as an ongoing process to enable all involved to better understand children's needs and development.The well-qualified and experienced staff feel valued, listened to and empowered. For example, they implement new skills and knowledge following targeted and informed training opportunities.

Staff report on a significant impact on children's engagement and concentration following recent changes to the environment and making resources more accessible.The new manager has made some positive changes to the setting and shows a strong capacity to make continued improvements. She provides good support for the staff team.

However, systems of performance management do not yet provide the manager with in-depth evaluations of all areas of staff teaching and practice in order to raise the quality to the very highest levels.

Safeguarding

The arrangements for safeguarding are effective.Staff foster children's safety and welfare.

The manager and staff attend courses and access online training to refresh their knowledge and understanding of different aspects of child protection. They implement robust policies and procedures to promote children's welfare. Staff are alert to signs and symptoms of abuse and are clear about reporting processes, including if there were any concerns about staff.

The manager has received relevant training to support her during recruitment of staff. This helps to ensure procedures are robust and that those employed to work with children are suitable.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen systems of performance management to provide the manager with more in-depth evaluations of practice, to enhance the quality an outstanding level nenhance partnership working with other settings and promote more direct information sharing to provide further continuity in children's learning.