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What is it like to attend this early years setting?
The provision is good
Children arrive at the setting and staff greet them warmly and welcome them in. Children are able to choose whether they would like to play inside or outdoors, and this helps to engage most children promptly in their learning.
Each age group has their separate outdoor areas, enabling staff to plan the learning environments appropriately. Toddlers take delight in making footprints in the sand with the dinosaur's feet. They explore what happens when they mix water with dry sand.
These experiences enhance children's awareness of changes in texture and structure.Children develop good levels of independence from a young age.... For example, babies receive encouragement to find their comforters when getting ready for their sleep.
Toddlers and pre-school children serve their food at mealtimes, which enables them to develop a clear awareness of portion control. Children develop a secure understanding of managing their own behaviour and the impact of their actions on others. For example, older children know how to work together to take turns, for example when using the seesaw, and understanding when it is safe for them to cross.
There are good procedures to enable parents to share their knowledge of their children's learning. This then enables staff to plan experiences successfully based upon children's learning needs, styles and interests.
What does the early years setting do well and what does it need to do better?
The manager has a very clear intention for what children need to learn next.
The curriculum is ambitious for all children, including those with special educational needs and/or disabilities (SEND). For example, the manager and staff work tirelessly and very closely with parents to ensure that they address any gaps in learning immediately and without delay. This means that children receive prompt support to help them make the best possible progress in their learning.
Children have plenty of opportunities to strengthen their physical development. Toddlers animatedly join in with the actions to songs and rhymes. They take great delight in pretending to be sleeping bunnies and then jumping up and hopping along to the tune.
Babies use the climbing frame and learn to crawl up and down the slopes and through tunnels.Sometimes, staff are not fully aware of children who are quieter or less able to verbally respond to questions. They do not always support children's communications skills effectively during their interactions.
This does not extend children's communication and language skills consistently.The manager fosters good relationships with parents and carers. For example, she holds monthly coffee mornings, stay and play sessions and times when parents stay for breakfast with their children.
The manager uses feedback from these sessions effectively to make changes and improvements. For example, during the COVID-19 pandemic, parents were unable to enter the setting. However, following feedback from a recent coffee morning, they have reviewed these procedures and formulated appropriate procedures to enable parents to return to coming into the setting for drop offs and collections.
Staff know their key children well and understand their current levels of development. However, at certain times of the day, staff caring for the youngest children sometimes become too focused on carrying out nursery routines. At these times, they do not deploy themselves to great effect to make sure they consistently implement the learning intentions.
Partnerships with parents are very good. Parents speak extremely highly of the kind and caring staff team and about the high impact of this on children's development. For example, they commented about their children's quick rate of development in their communication skills and how staff have 'made us feel like we matter'.
There is a clear programme of ongoing professional development and support for staff to undertake training. Staff comment highly about the support from leaders in their roles and for their well-being. For example, they report that the manager amends working hours when staff are completing specialised training to support their role in working with children with SEND.
The arrangements for safeguarding are effective.Leaders follow safer recruitment processes to ensure that staff are and remain suitable to work with children. Staff, including the designated safeguarding lead, have a secure knowledge of child protection, including the wider aspects of safeguarding.
They understand about how children may be groomed by others with extreme views and behaviours. There is a thorough risk assessment process, which helps to ensure that children play and learn in a safe environment. Children develop a secure understanding of their own safety and that of others.
For example, pre-school children develop secure skills as they take risks in safe surroundings. They learn to climb trees safely and build dens using tarpaulins and ropes.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: support staff to develop a secure understanding of how to incorporate nursery routines successfully while consistently maintaining effective deployment build on staff's knowledge of being consistently supportive of all children to further build upon their communication skills.
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