Kinder Daycare & Nursery - Whalley Range

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy their time at the nursery.

Babies explore their cosy environment with great interest. They confidently pull themselves up on equipment as they develop the strength and coordination to walk. Toddlers happily play with blocks and splash in water.

Older children ride balance bicycles around the garden with speed and precision. Children soon to be moving to school engage in activities, such as learning to write their name and finding out how to make a scale balance. Children become imaginative and expressive through exploring the music and art rooms with staff.

Children develop well both physically ...and emotionally. They are happy and safe.The key-person system works well.

Staff encourage caring and respectful relationships with children. For instance, they kindly invite children to have their nappy changed and interact cheerfully with them while they carry out care routines. As a result, children feel recognised and valued as an individual.

The leaders and staff celebrate children's cultural differences. Family photos are displayed for children to look at. This provokes thoughtful discussions about how children are similar or different to others.

Religious and cultural events such as Easter, Halloween and Eid are celebrated. Children find out about and show an interest in the lives of others. Children's behaviour is good.

Staff help them to learn how to manage their behaviour. Children know the rules of the nursery and follow these carefully. For example, as they walk through the nursery to play in the garden, they tell the inspector that they 'use indoor voices only' so that they do not wake up the sleeping babies.

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

Leaders and managers have made vast improvements to the quality of the provision since the last inspection. They have developed close working relationships with the local authority and external professionals to help them make continuous improvements to the service they offer. The manager's self-evaluation is insightful.

The manager has focused the curriculum to ensure children build essential skills and knowledge. Staff choose books to share with children to help them develop communication and language. Babies learn simple words that interest them, such as animal names, as they look at the pictures.

Older children talk about what they think might happen next in the story. Over time, children learn to become confident communicators.Staff understand the importance of providing children with the opportunity to investigate volume, weight, shape and number.

For example, toddlers try to count pom-poms into cups with the corresponding numeral. Pre-school children learn about quantity as they make play dough. Staff use number names freely in play with babies as they count out scoops of sand.

Children develop early mathematical concepts to support them in their future education.The leader has ensured that all staff, including the manager, have access to relevant training and supervision meetings. This means that staff understand the policies and procedures of the nursery and feel well supported to carry out their roles.

However, the coaching and guidance provided does not enable staff to fully understand how to improve their own individual teaching performance.Children's behaviour is very good. Staff are excellent role models for children.

For example, they explain to children why they must wait for their turn or why it is dangerous to rock on a chair. Children learn that some actions can hurt themselves or others, and they develop the ability to cooperate with one another.Staff identify any gaps in development swiftly.

Leaders signpost parents to other agencies to ensure that children receive support as required. They put in place individual learning plans so that children make progress in their learning. Despite this good early support, not all staff have the skills or knowledge required to be able to fully support children with special educational needs and/or disabilities (SEND).

The transition process to school is effectively managed. Leaders invite local school teachers to visit the nursery and find out about the children's individual needs. Staff share the children's progress and areas for development.

Consequently, children are well supported in their move to school.Families tell the inspector that the nursery staff are friendly and supportive. Parents say that they know their children are happy in the nursery because they talk about what they have done with excitement.

Parents are provided with daily updates about their children's care. Two-year-old progress checks and other assessments are shared with parents so that they know how well their children are developing.

Safeguarding

The arrangements for safeguarding are effective.

The designated safeguarding leaders show an appropriate knowledge of their roles in protecting children from harm. Leaders ensure staff understand the needs of the children and families who attend the setting and the communities they come from. Staff demonstrate a suitable understanding of the signs and symptoms of abuse and neglect.

Staff know what to do should they be concerned about a child's welfare or the behaviour of another staff member. Leaders have ensured that appropriate risk assessments are completed to identify and minimise any hazards to children and staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop staff supervision to raise the quality of teaching further provide further training, support or coaching to ensure all staff know how best to support children with SEND.