ABC at Leeds FC

What is it like to attend this early years setting?

Children arrive happily at the nursery and quickly become engaged in their play and learning. They have formed close bonds with staff. Children have opportunities to access a calming sensory area and young babies have their own space to roll around. Children demonstrate that they feel safe and secure in the care of staff, who are attentive to their individual needs. For example, children often approach staff for a cuddle. Babies confidently explore sensory resources. For instance, they make marks using brushes and their hands in foam. Children explore mixing different colours as they do this and are motivated to learn.

Children learn to confidently express their emotions. They boldly talk about their feelings and are encouraged to be kind to others. Staff adapt their teaching effectively to support children at different stages of their emotional development. For example, they use puppets and sing to children. All children receive good levels of support and reassurance from staff.

Children are well behaved and polite. They know what is expected of them and carefully follow the rules and boundaries that are in place. Children develop a good range of independence skills. For example, they take off their shoes and change into indoor shoes when they arrive. Older children put their own coats on for outdoor play and use the bathroom independently. Children are friendly, social and outgoing individuals, who show positive attitudes towards their learning.

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

• The provider and the newly appointed manager have a clear vision for future developments at the nursery. They have recently made effective changes to how they organise events for parents. Parents speak positively about the care their children receive. They feel that their children's needs are met and that they progress well in their learning.
• Staff plan the learning environment well. This motivates children to play, explore and to make new discoveries. Children create pizzas using dough and they develop their smaller physical skills as they use scissors to cut the dough. Children enthusiastically get involved in larger group activities. For example, they use a parachute in the outdoor play area to develop their larger physical skills. Children follow instructions from staff.
• Staff help children to develop a healthy lifestyle successfully. Children are given regular opportunities for physical activity in the outdoor area. Staff plan trips for the children in the local community. For example, they visit the local library to listen to story sessions. Staff support children's understanding of the wider world. They learn about different countries and celebrate some cultural events and traditions.
• Staff help children to progress well with their communication skills overall. Babies learn the name of objects and older children answer staff's well-thought-through questions. Children express their good ideas clearly. The special educational needs coordinator is knowledgeable. She works well with parents and the local authority to put specific plans in place. However, staff have not fully embedded highly effective communication systems to support children who speak English as an additional language, and those children below expected levels in speaking.
• All staff understand their key responsibilities. For example, an effective key-person system is in place. Although there have been some recent staff changes, good communication between staff has ensured that all children have remained settled. Essential information about children's needs and learning are shared well, particularly when children transition from one room to another. Staff monitor children's progress successfully.
• Children develop their understanding of mathematics, such as size and counting. They enjoy making towers with bricks and count scoops of sand. Older children identify written numerals. Children have opportunities to mark make and develop their literacy skills. However, children are not always well supported to develop their imagination and creativity. Nonetheless, children learn the skills needed so that they are well prepared for school.

What the setting must and should do next

The provider should:

• strengthen the teaching support for children who are learning to speak English as an additional language and those children who are below expected levels of development in their speaking
• strengthen children's opportunities for developing their creativity and imagination.