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What is it like to attend this early years setting?
The provision is outstanding
Children enter the setting with excitement and are warmly greeted by the nurturing staff who are waiting for them. Babies smile with delight as they reach out to their key person.
Children quickly hang up coats, put away their own belongings and positively beam when staff praise them for being independent. They show very high levels of confidence as they approach the inspector, eager to find out more about who they are. This demonstrates that they feel safe and secure in the presence of unfamiliar adults.
Children thrive in this stimulating learning environment. They concentrate extremely well as they expertly p...eel and then cut up their own fruit with knives. 'Look, I did it!', they exclaim.
Children demonstrate that they are very proud of their achievements.Children become absorbed in their play. This is because staff pay incredible attention to detail when setting up resources and activities.
They use their in-depth knowledge of each child's needs to plan activities that will really capture and maintain their interests. As a result, children find what is on offer totally fascinating and extremely stimulating.Staff show dedication and commitment to supporting each child, including those with special educational needs and/or disabilities (SEND), in order to achieve their full potential.
Consequently, children make outstanding progress in all areas of their development. Children are excellent communicators. As a result of the recent COVID-19 pandemic, leaders have identified a need for further support with language and communication.
They have found a variety of ways to help children develop their communication skills. Staff meticulously plan the language that they are going to introduce during different activities. As a result, children are making superb progress in this area.
What does the early years setting do well and what does it need to do better?
Children show an excellent awareness of the rules and boundaries when they are playing. For example, they collect their own coats and put on wellington boots before going out to play in the garden. They know that boots must not be worn inside and remove them without any prompt, telling others to do the same.
The staff very skilfully play alongside the children, modelling play and respectful language. As a result, children are exceptionally kind and courteous in their play, and they are generous with the resources that they are playing with. Children's behaviour is exemplary.
They are kind and look after each other. Younger children sit with older children, who cuddle them and 'read' them a story.Leaders constantly reflect on their provision and the learning opportunities that they provide for children.
For example, they use additional funding to provide specialist support, which includes a one-to-one support assistant for children who are at risk of falling behind and also for children with SEND. Consequently, all children make significant progress from their starting points.Staff recognise the importance of igniting children's interest in reading.
This is demonstrated when groups of children gather around adults, who bring stories alive for them. Children are encouraged to participate in storytelling when staff pause and ask questions, enabling children to become absorbed and, consequently, develop a love of books.Partnership with parents is exceptional.
Parents mention that they are overwhelmed with the quality of education and care that their children receive. They comment that their children are making excellent progress in areas such as language and independence skills and that they are grateful that staff go 'above and beyond' to provide exciting ideas to support their child's learning at home. For example, parents take home 'nature bags' and are encouraged to collect natural items with their children.
These items are used in number activities and to open up discussions about the natural world. Young children learn new words, such as 'pumpkin' and 'slippery'.Leaders ensure that the curriculum is inclusive for children who speak English as an additional language.
For example, they gather information about other cultures and languages and use this information to enhance children's existing knowledge about their individual identity and background. Children can access stories in their home language, and staff create individual packs with pictures and important information about children's cultures. As a result, all children are taught about each other's uniqueness, developing a positive understanding of cultures beyond their own.
Staff support children to have a very strong understanding of healthy lifestyles. Stringent monitoring ensures the dietary, cultural and medical needs of children are met. Children develop very strong independence and self-help skills, as staff provide opportunities for them to prepare their own healthy snacks.
The knowledge that children have about healthy foods is impressive. This is a result of staff recognising the value of opening up discussions about healthy lifestyles during everyday routines.Leaders foster an excellent culture of striving for improvement.
Staff are extremely well supported to train and develop in their own area of interest, which allows them to deliver an exceptionally broad and balanced curriculum. Staff comment that they feel supported by the hard-working leaders, who listen to their ideas and concerns. Leaders ensure that staff are nurtured to help them develop their already admirable practice.
Staff swiftly identify gaps in children's knowledge and ensure that children's current learning is meaningful. For example, children who can recite numbers with great confidence but cannot yet recognise the corresponding numerals are given teaching to help gain this knowledge. This highly targeted and effective approach means that children gain a better understanding of numbers and counting, which they will need to help them solve more complex mathematical problems.
Children build an impressive knowledge of different songs, rhymes and stories. This is because staff plan which songs, rhymes and stories they are going to teach and revisit these regularly with the children in a systematic and engaging manner. Consequently, children develop a love of stories, and their increasing vocabulary helps them to become highly articulate and confident talkers.
The arrangements for safeguarding are effective.Staff have an extremely robust knowledge on how to keep children safe. Regular training ensures that staff are kept up to date with current practice.
Staff know what to do if they have to report any concerns about a child's welfare, including how to spot signs of extreme behaviours, female genital mutilation and how to respond if they suspect that a child is at risk of abuse. Leaders have an exemplary recruitment procedure in place to ensure that all staff are suitable to work with children. Staff risk asses the premises daily to ensure that children can learn and play safely.