Merry Kidz Day Nursery Beswick

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are confident and happy in this safe and welcoming setting. They are eager to arrive, greeting staff with smiles before running to join in their friends play.

Children are settled and they feel secure in the care of the nurturing staff. The curriculum has a clear focus on developing children's independence, their communication and physical skills in readiness for their next stage in learning. Staff speak to parents to find out about children's likes and dislikes.

They are interested to learn of the experiences children have at home. This helps staff to plan play that will interest children. For example, they a...dd toys they know children enjoy using to encourage them to participate in sensory activities.

Children tentatively touch shaving foam. They laugh in delight as they clap their hands together and watch the white foam fly into the air. Children are absorbed in play.

They concentrate well. Overall, they demonstrate good attitudes to learning.Staff have developed strong bonds with children and children are eager for staff to join them in their play.

Interactions are effective in helping children to build their language and communication skills. Staff demonstrate new words; they give children time to listen and repeat. Children, including children who speak English as an additional language, make good progress in developing their speaking and listening skills.

Staff are kind. They demonstrate good behaviour. For example, staff remind children to use walking feet inside.

They encourage sharing of toys. Behaviour is generally good.

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

Managers and staff share a clear vision to support all children in making progress from their individual starting points.

They work hard to offer a curriculum that builds children's confidence and independence. For example, staff are patient as they demonstrate how to unzip a coat. Children are delighted when they independently unzip their coat.

They beam as they say 'I did it'. Children demonstrate pride as they learn new skills. They make good progress.

Managers have a robust recruitment and induction process. This helps to ensure that staff are safe, suitable and have appropriate knowledge to work with children. Staff receive ongoing support through supervision and appraisals.

They say their well-being is supported and they are happy and motivated in their work. However, feedback to staff is not always effective in identifying individual improvements in teaching. This means staff are not always made aware of how to enhance their practice further.

The setting is working hard to establish itself in the local community. This has helped staff to develop strong partnership with parents. Parents comment on the resources they are offered to support children's learning at home.

They describe the 'significant' progress their children make. Children benefit from consistency, and they continue their learning at home.Staff use their knowledge of children, along with observation and assessment, to plan children's learning.

This is usually effective. However, sometimes plans are too generic. For example, staff plan learning to support children's independence, but they do not sharply focus on what individual children already know.

As a result, some children repeat current skills rather than continually building on what they can already do.Staff work hard to help children, especially those new to the setting, to learn the routine and rules. They use visual routines and regular reminders.

Staff are quick to respond to any unwanted behaviour and children usually respond well. Children receive regular praise, such as 'good job' or 'well done'. However, these phrases do not help children to know the exact behaviour they are receiving the praise for.

As a result, children do not always know the good behaviours they should repeat.Children have good opportunities to practise and develop their physical skills. Staff plan outdoor experiences for children to run, climb and ride wheeled toys.

Children have a tremendous time as they jump in and out of hoops. Staff plan this to help to develop children's balance, strength and co-ordination. Opportunities for children to develop their smaller muscles and manipulation are provided.

For example, children squeeze and roll dough. Children make good progress with their physical development.Additional training has been accessed by some staff to help them support children with special educational needs and/or disabilities (SEND).

This helps staff to quickly identify gaps in learning. They act swiftly to offer support strategies and where appropriate make referrals for specialist advice. Close partnership working with parents and specialist services, help children, including those with SEND, to make good progress from their starting points.

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: strengthen feedback to staff and precisely identify individual targets, to support ongoing improvements in the quality of teaching sharply focus planning, so that teaching is tailored to individual children's needs to support their continual progress help children to understand what they are receiving praise in order to help extend their understanding of good behaviour.