Kinder Giggles Nursery & Pre-School (at New Century)

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders, managers and staff want the best for children. However, the curriculum does not build up children's knowledge as well as it could.

Staff provide children with varied activities that ignite their interests. For example, children enjoy exploring natural resources, such as moss, and they develop their imaginations as they create their own inventions. However, staff do not always take account of children's capabilities when planning activities.

For example, children who have not yet developed their big muscles, such as arm and shoulder movements, are encouraged to write letters and draw over patterns. These activitie...s do not match what children need to learn next, which limits their learning. Children are happy at the nursery because staff have created a homely and nurturing environment.

As children arrive at the nursery, they bounce up and down with excitement and greet staff with their arms open wide. However, staff do not plan and organise some routines well enough to support children to develop consistently good attitudes to learning. For example, during snack time, toddlers and babies become a little unsettled.

Managers and staff have not fully considered how these routines can be adapted to meet children's care and learning needs effectively.

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

Leaders are aware of gaps in practice and are beginning to secure improvements. They have appointed a new manager, who is a strong advocate for staff and children.

Leaders have also taken prompt action to address the shortcomings of previous staff, who did not focus on giving children the best start. As such, there is now greater stability for children.The leadership and management team is committed to supporting staff development, to ensure better outcomes for children.

Several staff, including the nursery chef, are working towards higher childcare qualifications. New staff have also been recruited. They have completed all mandatory training, such as first aid, which helps to keep children safe.

However, some staff are not as confident in delivering the curriculum. As a result, children are not benefiting from a consistently good education.At times, children are not able to develop their knowledge in the right order due to gaps in the curriculum.

For example, staff teach pre-school children letter sounds and vowels, which does not match their current stage of development. Children are also encouraged to recognise their names on self-registration cards. However, their names are printed in capital letters.

This does not support children's early knowledge of letters.There are many strengths at the nursery that enable children to gain lots of skills, such as an awareness of boundaries. For example, children respond well to red cross signs that help them to understand 'no-go' areas.

These effective strategies, which are consistently implemented by staff, work particularly well for children with special educational needs and/or disabilities. As such, these strategies are shared with parents to help provide consistency in children's behaviour at home.As parents arrive, they can see the nursery menu, as it is displayed in a prominent place.

As such, parents chat to their children about their lunch. Parents express surprise and delight that their children eat a wide range of healthy foods. As one parent commented, 'I now buy my child hummus instead of crisps.'

This provides huge benefits, which helps to contribute to children's healthy lives.Parents speak highly of the staff and the care they provide their children. However, some parents are not sure who their child's key person is.

As a result, they are unable to forge strong relationships with the named member of staff who looks after their children. This does not fully support the sharing of information.Children enjoy listening to stories, such as 'The Grinny Granny Donkey', which staff read with enthusiasm.

Staff are skilled readers and give silent pauses, which entices children to join in with the narrative. However, stories are sometimes used to fill gaps within the nursery routine. For example, as babies and toddlers become upset waiting a long time for their snack, staff start to read stories.

Some toddlers and babies remain restless, and others are then taken to have their nappies changed. This disorganised routine means they are unable to experience the joy of listening to the story.

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 meet the requirements of the early years foundation stage, the provider must: Due date ensure the curriculum is planned and implemented effectively, to help children develop their knowledge and skills in the right order 26/02/2024 strengthen the key-person system and provide parents with the name of their children's key person.29/01/2024 To further improve the quality of the early years provision, the provider should: support managers and staff to help them gain increased knowledge of delivering a well-sequenced curriculum so that children can learn and achieve more nimprove the organisation of daily routines to enhance children's care and learning needs further.