103 Club @ Weston Children's Centre

What is it like to attend this early years setting?

The staff team implement their curriculum and development aims for the children effectively. They help children become strong, confident and independent learners, in readiness for their move on to school. Staff work hard to ensure they support many areas of learning throughout the provision. They offer children fun and stimulating activities. Children excitedly explore rolling balls down channels in the garden, and with staff's encouragement they persevere to fix the channels when they get moved, to continue their game. Children relish the opportunities to freely move between the inside and outside areas. They develop their creative interests well. They make marks with chalks outside, paint and mix colours, and use pens and clipboards, taking these with them to usefully follow their interests and develop their play further. Staff inspire children to explore nature. Children collect sticks and learn to work together to move a large branch commenting on its weight. Staff encourage children to pay attention to things they find outside; children marvel at rotting bark on a log and finding insects in this. Later, they study pictures of insects in books and learn new words and terms. Children show very positive attitudes to challenges and developing their skills.

Children build strong relationships with staff and are happy at the provision. They are greeted warmly on their arrival. Staff show genuine interest in the children, attentively supporting them throughout the day. Staff thoughtfully monitor children if they are feeling unwell, giving them caring reassurance and liaising with parents promptly. They help younger children with their toilet training; children grin with pride as staff excitedly celebrate their achievements.

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

• Key persons work conscientiously to outline children's next steps in learning. Staff gain a wealth of information on the children and get to know them very well. They carefully implement their plans and arrangements to help close gaps in children's development and ensure they make good progress.
• Staff flexibly adapt their arrangements to children's needs. They know what resources and toys children are interested in and use these thoughtfully to help engage children in learning. For example, they use children's favourite pre-school toys to encourage their involvement at mealtimes and skilfully introduce ways that children's toys from home can be included in activities.
• Staff work in a concerted way with parents to provide children with consistent support. They regularly hold parents' meetings and share ideas to help support children's learning at home. Leaders gain parents' views to help them evaluate the effectiveness of their practice. They have outlined plans for developing the frequency of their meetings and discussions with parents, to help extend the sharing of information even further.
• Inspection report: 103 Club @ Weston Children's Centre 26 March 2025 2
• Children very beneficially learn to do things for themselves. Staff patiently take time to involve children in the routines of the day. Children pour their own drinks with care and work to get their shoes on and off themselves. They help prepare the fruit for snack and learn how to care for their teeth. They develop their sense of responsibility very well, tidying away the toys. Staff help them use the little washing line to hang the dolls bath towels out to dry, children find room to place items and work hard to use the pegs.
• There are lots of opportunities for children to develop their listening and attention skills. Staff adjust their group times well, offering age-appropriate story sessions for the younger ones, when older children have their extended circle time. Staff use clear explanations to help children understand expectations, follow routines and take turns and share toys with their friends. Older children confidently build their language skills and vocabulary chatting with staff. However, at times, staff do not model clear words and concise phrases for the younger and less confident children to copy and develop their emerging speech as rapidly as possible.
• Leaders show dedication to enhancing their provision and have conscientiously worked to extend their self-reflection processes and continue to progress their practice. The staff team work well together, diligently undertaking training to develop their knowledge and skills. Leaders offer suitable coaching and support to staff, closely assessing teaching and practice to ensure they are providing the best they can for children and their families.

What the setting must and should do next

The provider should:

• review and adapt the support for children's emerging speech, to progress their skills more rapidly.
• Inspection report: 103 Club @ Weston Children's Centre 26 March 2025 3