Kiddies Dream Day Care

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children's learning and development experiences are variable. Older and more confident children command the attention of staff and, as such, receive lots of support and staff input in their activities. New children settle well in the setting, but their learning experience is limited, as they do not yet have the confidence to draw staff attention to their activity.

This means that children who are quieter have long periods of time where they do not receive support or interaction from staff. Despite this, children begin to build positive relationships with staff and their friends. Children generally behave well, share and take turns... with toys.

For example, outdoors, children take turns while using large toy cars. They wait patiently for their turn and open and shut the door for their friends. However, some activities do not attract children's attention, leading to disruption and a lack of engagement in the activities.

Staff help children to begin to recognise their own personal needs and routines, such as when children become thirsty after physical exercise outdoors. Staff encourage children to have a drink of water to help to keep them hydrated. During snack, a 'helper' helps to lay the table.

Children keenly give their friends a plate. Children concentrate as they pour themselves a drink, which helps to further promote their eye-hand coordination and physical skills.

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

Children receive a curriculum that focuses on some of their learning and development needs.

Currently, for older children, this is focused on the needs of the group as a whole and does not consistently focus on individual children and their unique needs. Staff demonstrate an understanding of individual children's needs and next steps in their learning but do not use this knowledge as effectively as they could to support each child's development.Staff support children to learn new words during play and daily routines.

They encourage children to say the names of the fruit they select for their snack. Questions such as 'how many can you count?' are used to prompt children. However, staff do not always provide children with sufficient time to answer questions before asking another.

This means children do not consistently have the opportunity to think about the question and provide an answer.Children generally follow the setting's routine well. They have an understanding of what is expected of them at each point of the day.

There are occasions when the routine does not benefit children's learning and development. For example, some children are asked to join a group time while others get ready to play outside. This results in the group time being disrupted because the children want to be in the garden with their friends.

Staff focus on the children who are disruptive, meaning those who are happy to be part of the group time activity do not benefit from the activity.Staff with lead responsibility for supporting children with special educational needs and/or disabilities undertake training to help support their continuous professional development. They demonstrate a sufficient understanding of their responsibilities to support children in the setting.

Supervision arrangements are in place for staff. The manager reflects on how they evaluate the effectiveness of teaching and activities together to bring about improvement. Staff discuss how they feel supported in their practice.

However, these supervisions and evaluations are not yet providing a consistently positive impact on the quality of education. The manager identifies weaknesses in the teaching practice and has arranged training to support this.Staff are deployed effectively throughout the nursery.

They supervise children appropriately to help to maintain their safety, such as when children move freely and independently indoors and outdoors. Risk assessments are routinely completed to ensure the environment is safe and secure.Parents speak positively of their most recent experiences.

They welcome settling-in procedures. Staff have gathered important information, such as children's home languages, and are well equipped to use these in the setting to support children when they are settling in.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff understand their role in keeping children safe. The manager ensures that staff undertake safeguarding training and have up-to-date paediatric first-aid certificates. Staff are aware of the policy for whistle-blowing and know how to raise their safeguarding concerns.

The manager and staff know the procedure to follow if allegations are made against a member of staff. Staff carry out daily safety checks to ensure that the premises are safe and secure for children to play and learn.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop the curriculum further to include opportunities to support children's unique and diverse learning needs and interests provide further support to children who are new or less confident in the setting to build on their confidence and engagement make better use of staff support and supervision arrangements to focus on their understanding of what good-quality teaching practice looks like develop how questions are used to support children in having enough time to think about their answer and respond.