Great Wood Farm Early Years Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The experience that children get at the setting varies between the different ages. Some younger children do not receive the same quality experience throughout the day. At times, children under two spend time unable to settle and upset as staff are busy completing other daily tasks and do not provide them with the reassurance they may need in a timely manner.

That said, children are independent and are keen to try things for themselves.Older children develop extensive physical skills and determination through the many daily experiences staff provide, such as exploring the forest. Children learn how to keep themselves safe while cli...mbing on different logs and trees and balancing on uneven surfaces.

Staff help children to develop their imagination. Children listen carefully to staff as they discuss making a mud cake and confidently share their ideas about it being a birthday cake for a frog. Children giggle as they put sticks in as candles and sing 'Happy Birthday'.

Children have close relationships with staff and develop firm friendships with other children. They share and negotiate the use of resources without needing any support from staff. At snack time, staff praise pre-school children as they pass the jug of milk to each other and make sure there is enough for everyone.

Children demonstrate their manners by saying 'thank you' to one another. Young children explore the environment and find different age-appropriate resources to engage with. However, some staff lack the skills to interact with them in a way that helps them to learn and develop the skills and knowledge they could during play.

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

Staff plan activities based on children's interests, and children show high levels of concentration. Staff play alongside children to find out what skills and knowledge they have. Staff use this information to plan what children need to learn next.

They also focus on helping children develop a love of the outdoors and how to respect the environment.When children choose their own play, most staff interact in a way that helps them to build on what they know and can do. Staff help children to create different patterns with large magnets and discover how to build towers with them.

However, at times, staff who work with the youngest children do not recognise which children need further support to get the most from their play. Therefore, at times, some young children find it hard to engage in play and stand unoccupied.Most staff help children to learn through familiar daily routines, such as explaining why children need to wash their hands before eating.

However, staff working with the youngest children change the routine without preparing the children. They take snack outside, but do not position themselves to be able to offer children the support they need or explain to children what they need to do. Children become confused and keep getting up to walk around with their crackers and milk until the manager steps in to support them.

Staff support children to learn how to keep safe when using equipment. They teach them how to put helmets on to protect themselves when learning to ride a bicycle. Staff encourage children to use cutlery to eat their dinner and discuss with them what makes their meal healthy.

Staff develop children's love of stories and their confidence in speaking and communicating their thoughts. They encourage children to listen to a variety of books and retell their own story using key words and phrases they learn. Staff support them to use new vocabulary and learn how their spoken words can be written on paper, including different sounds represented by letters.

They encourage children to develop their pencil skills by drawing a picture for their story and sharing this with their friends.The leadership team reflects together to plan how to improve the setting and experiences for children. Leaders have clear processes for identifying what individual staff need support with and put this into place in a timely manner.

However, the quality of leadership at room-leader level is not yet consistent, particularly for less-experienced room leaders. Although all room leaders are provided with training opportunities to develop their leadership skills, this is not yet effective at raising the quality of practice and deployment of staff in some rooms.Parents and carers are extremely complimentary about the communication and guidance staff provide.

They comment that the setting is incomparable and children are blossoming with staff's support.

Safeguarding

The arrangements for safeguarding are effective.Staff and leaders have a thorough understanding of their responsibilities in keeping children safe.

They attend regular training to keep their safeguarding knowledge up to date. Staff and leaders know the families and children very well. They demonstrate a good understanding of the signs and symptoms that a child may be at risk of harm.

Staff and leaders are confident in recording and reporting any concerns to the relevant professionals. Leaders have a thorough recruitment procedure and continuously monitor the suitability of all staff. The site is secure and has clear visitor procedures.

Staff check the environment regularly to ensure it is a safe place for children to play.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date deploy staff to support all children's needs consistently.05/06/2023 To further improve the quality of the early years provision, the provider should: provide staff working with the youngest children with further support to be able to recognise and make the most of learning opportunities nembed further the professional development that room leaders are provided with to improve the consistency of leadership skills and ability.