Marvels Kids Club Ltd.

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The delivery of the curriculum is inconsistent across this nursery. Staff are not clear about what they want individual children to learn.

Some staff do not build on what children know and can do, and children's learning is not always promoted effectively. However, staff interact positively with children. They get down to their level and join in with their play.

Children are happy and, overall, show positive attitudes towards their learning. However, the early years curriculum is not yet fully established to ensure that all children benefit from meaningful learning opportunities. Additionally, not all staff understand the... intentions for children's learning or how to best support this.

Children demonstrate high levels of energy and excitement as they enter the welcoming and well-resourced environment. They develop strong emotional attachments with their key person and settle well. For example, staff provide lots of cuddles and reassurance, so children feel safe and secure from the start.

Children giggle and have fun building relationships with their friends. They behave well, as staff constantly demonstrate positive behaviours through good role modelling. For example, the children take turns on the scooter as they play outside.

Children develop good physical skills. For example, younger children strengthen their small finger muscles, scooping and pouring sensory materials, and the older children use tweezers to pick up small objects.

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

Recent changes to the nursery, including to the staff team, have had an impact on the overall quality of the provision.

Staff's knowledge and practice across the nursery are variable. The curriculum intent is not well known or understood by all staff. Learning for older children is more focused on activities and less on what children need to know or to be able to do next.

The manager has a clear intent for what children need to learn, in preparation for the next stage of their education. However, she has not ensured that the curriculum has been successfully implemented throughout the nursery. As a result, some children are not given enough opportunities to maximise their learning and make good progress.

Staff do not always plan activities that capture the attention or interest of all children. Children lack motivation and walk away during some activities to play with other resources. They sometimes lose focus and are not fully engaged in their learning.

The special educational needs coordinator (SENCo) has developed some individual support plans to help children with special educational needs and/or disabilities. However, the plans are not shared with children's key persons. As a result, children who need additional support do not make the progress they are capable of.

This is because staff do not understand children's individual targets or the support strategies needed to help them achieve.Staff have developed secure partnerships with parents in this nursery. They provide updates to parents through daily conversations and an online diary.

Staff send photographs and written observations to show parents what children enjoy learning. Parents comment that staff are 'amazing and always supportive'. Parents are kept informed of their children's time at the nursery.

Staff support children's communication and language and promote a love of books. Staff read stories to children and provide resources that bring the books to life. For example, after reading 'Zed's Bread', children enjoy making cakes out of dough.

Children are confident communicators. They engage in deep conversation with staff and their friends. Children use a wide range of language and use descriptive words, such as 'squishy' and 'squashy', when making models with the dough.

Staff provide many opportunities to strengthen children's understanding of the world around them. Children learn about different faiths and cultures and celebrate festivals and events, including Eid Mubarak and Holi. This helps children to develop respect and an understanding of similarities and differences in others.

Care practices are good, and children are becoming independent. Older children follow the routines, such as washing their hands before meals and after using the bathroom. Staff provide younger children with opportunities to feed themselves at snack and lunchtime.

They support them when they need help. Staff talk to children about the importance of eating a healthy diet. This helps children to become aware of healthy lifestyles.

Safeguarding

The arrangements for safeguarding are effective.Safeguarding is given priority in this nursery. The manager conducts robust recruitment and vetting procedures, which helps to ensure that staff working with children are suitable.

The manager and staff attend safeguarding training and understand the referral procedures. They know the possible indicators of abuse and understand safeguarding issues, such as 'Prevent' duty and female genital mutilation. Staff are confident to take the appropriate action should they be concerned about a colleague or member of the management team.

Staff conduct daily risk assessments, indoors and outdoors. This helps to keep the environment safe for 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: monitor the implementation of the curriculum to ensure it is sequenced effectively to help all children make good progress help staff to improve the planning of activities so that older children are helped to build on what they already know and can do develop arrangements to share information between the SENCo and key person to ensure that children's individual support plans are implemented effectively.

Also at this postcode