Kiddi Caru Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thoroughly enjoy their time at the nursery. They settle with ease and form secure attachments to staff. Children explore the well-resourced environment confidently.

Babies enjoy song time with staff. Staff repeat words, such as 'shake, shake, shake', supporting children's early language. Babies babble, gurgle and excitedly clap along and move their bodies to the music.

Young babies experience tummy time and develop their early physical skills. They are encouraged by staff to reach for objects nearby. Children develop an awareness of the world around them.

They take part in recycling projects and staff... educate them on how they can 'safeguard the world'. Children enjoy looking at pictures of insects and searching for them in the garden. When they have identified what they are, they mark them off on their lists.

Children learn vital skills that they need, ready for school. They take part in daily 'move-and-groove' sessions where they practise skills, such as getting dressed into their physical education kits. Children talk about their feelings and learn the importance of looking after their well-being.

They enjoy taking part in daily yoga sessions. Children learn that their opinions and thoughts are valued by staff and each other. Children place cotton wool balls in plastic cups as a way of voting for which story book they would like to read later in the day.

Even the youngest of children develop their independence and communicate their needs. Babies crawl into their beds when they are tired, learning how to self-regulate.

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

The leadership team is passionate and dedicated to their role.

They have extensive knowledge about how young children learn best. The leadership team role models best practice to staff regularly.Staff feel valued and respected by the leadership team.

Staff are encouraged to take time for themselves and look after their mental health and well-being.Partnerships with parents are effective. Parents comment that their children make good progress and settle well.

Staff update parents regularly on their children's progress and advise how they can support learning at home.Staff are very confident and proud of the work they do. They are very clear of their roles and responsibilities.

Staff hold themselves accountable for ensuring that all children receive quality care and education.Partnerships with other professionals are successful. Health visitors praise the setting for the support they provide to children and families.

Staff value all children and place a high importance on including everyone. They teach all children sign language so everyone can join in and communicate with each other. This also helps children to develop good communication and language skills from an early age.

The leadership team monitors children's needs and stages of development. They identify where additional funding would be best spent. For example, they have recently purchased school role-play equipment to support children with their move to school.

Staff manage children's allergies well and keep them safe. They obtain detailed information from parents about children's needs. Staff are all trained to identify and respond to any symptoms.

They are knowledgeable about the care they need to provide for the children.Children with special educational needs and/or disabilities are supported well. Staff have an extensive knowledge of their individual needs and seek appropriate outside support to enhance children's development.

Staff know their key children well and talk about them fondly. They understand children's needs and adapt their practice to ensure that any gaps in children's development are addressed.The leadership team oversees staff practice and identifies areas for improvement well.

However, sometimes, what they intend for children to learn is not consistently implemented by staff. For example, staff sometimes do not give children enough time to respond to questions and this is something the leadership team intends for staff to be doing.The nursery cook prepares freshly cooked, nutritious meals.

Children enjoy sitting down for lunch and eating with staff and their peers. However, staff sometimes prioritise daily routines over children's play and learning, which means children's engagement is sometimes interrupted earlier than necessary.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a secure understanding of the possible signs and symptoms of abuse. They understand the action to take if they are concerned about a child and have a good understanding of the nursery's safeguarding procedures. Staff are clear about how to raise their concerns to outside agencies if they believe managers are not taking action.

Robust recruitment and vetting procedures are in place to ensure that staff are suitable to work with children. Staff have a clear understanding of their responsibility to report to the leadership team any changes to their circumstances that may affect their suitability.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support all staff to gain a greater understanding of the curriculum and how to deliver it in practice, in order to take the quality of teaching to the highest level nadapt the organisation of routines so that children's play and learning time is maximised.