Katey’s Nursery & Pre-school

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thoroughly enjoy their time at this friendly and welcoming setting. They share warm and nurturing relationships with staff, which helps them to feel safe and secure.

Staff have high expectations for children. They respond to their individual interests, to engage them successfully in learning. For example, staff recognise children's fascination for the snails they find in the forest.

They allow children to bring snails into the setting, to observe further. Staff provide a wide range of materials, to help children express their ideas about snails. Children eagerly practise skills, such as cutting and painting, a...s they produce wonderfully imaginative models and paintings.

Children's learning is enhanced considerably by the opportunities for outdoor play. The extensive grounds surrounding the setting are used all year round, to develop children's curiosity about the world and instil a love of nature. Children have excellent opportunities to explore, discover and take risks within a safe environment.

For example, toddlers confidently negotiate their way across a field and through woodland, taking the uneven surfaces and any obstacles in their stride. They learn to handle small creatures gently and carefully avoid thorns as they pick blackberries. These experiences help children to build superb physical skills.

This is reflected in their confident use of mark-making resources, as they draw, paint and learn how to write.

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

The manager and the owner have a strong vision for the setting and are committed to providing all children with a happy and positive start to their education. This includes effective support for children with special educational needs and/or disabilities.

Therefore, no child gets left behind in their learning.The manager and staff use every opportunity to engage with parents. For example, staff provide books and learning packs for parents to share at home with their children.

They organise events such as a Christmas disco and a graduation ceremony for children moving on to school. This helps parents feel welcomed and included.Parents describe the setting as a friendly and supportive community.

They say staff are genuinely attentive and caring. Therefore, they are confident to leave their children because they know they are happy and safe.Staff celebrate the children's diverse backgrounds and languages through their displays, activities and special events.

This adds to children's sense of belonging and helps them to understand their differences.The setting has forged links with a school in Africa. This provides many meaningful ways for children to learn about the world and begin to empathise with other people and communities.

Children learn about the experiences of the children who attend the school, and find out about the food, environments and animals within the country.Staff say that they feel valued and describe the setting as 'a family'. They have regular supervision, alongside many opportunities to develop their professional skills.

For instance, staff learn strategies such as simple sign language, to further support children who are still developing their speech.Children are inspired to learn by the wide range of resources provided. Older children are highly imaginative and resourceful as they engage with natural materials.

For instance, they create a pretend ice-cream shop in their sand tray. Children add leaves and petals, to represent various flavours and toppings. They interact cooperatively and display excellent communication skills during their role play.

Staff describe children's individual traits with genuine fondness and enthusiasm. They monitor their development closely and know what they want them to learn next. However, occasionally during adult-led activities, staff focus on too many learning intentions at one time.

Therefore, they do not provide specific and effective support for children's individual learning.Staff provide consistent reminders, to help children understand the 'golden rules' within the setting. Therefore, children learn about expectations such as being kind to others.

They listen to staff and follow instructions to use their 'listening ears' and 'walking feet'. However, staff do not always ensure that children understand the consequences of their actions, to help them begin to regulate their behaviour independently.Staff successfully promote children's interest in healthy lifestyles.

For instance, children enjoy nutritious and balanced meals and engage in lively conversations with staff about healthy eating and oral hygiene. They grow and harvest vegetables in their garden and learn how to cook healthy dishes.

Safeguarding

The arrangements for safeguarding are effective.

Leaders implement robust recruitment and induction systems, to help ensure that staff are suitable for their roles. They ensure that all staff are familiar with safeguarding procedures and update their training regularly. Staff know how to identify the potential signs of child abuse and to recognise situations where children may be at risk from harm.

They understand the procedures to follow if they are concerned about children's safety or the practice of a member of the team. Staff effectively assess risks and follow the setting's procedures, to help safeguard children in the setting and when on outings.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop further staff's understanding of how to implement the curriculum and children's next-steps in learning through their adult-led activities help staff to be fairer and more consistent when managing children's behaviour, to support children in understanding consequences and learning to self-regulate.

Also at this postcode