Abrahams Care Kids Club

What is it like to attend this early years setting?

The management team and staff have worked hard since the setting reopened five months ago following a long period of closure to re-establish good practice and consistent routines. They successfully create a calm, enjoyable and welcoming atmosphere for children to learn in. They implement clear routines for children to follow and create a stable and secure environment for children. Children have settled quickly into the setting and know what is expected of them. Staff form good bonds with children and are sensitive to their individual care needs. They are caring and responsive to children and support their emotional needs effectively. All children are visibly happy at this setting.

The management team has a clear curriculum intent and knows what it wants children to learn and why. The management team and staff have a shared vision for how to support children's skills, with a particular focus on supporting children's communication and language skills and independence. The management team quickly identifies when children from disadvantaged backgrounds may need additional support and takes swift action to help close any gaps in children's learning. For instance, staff are well trained in supporting children with special educational needs and/or disabilities (SEND) and are consistent in their approach when supporting their learning. All children make good progress in their development.

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

• Staff support children's communication and language skills well. They model language during activities and sing songs regularly to help children learn and practise using words. Younger children confidently use phrases and words in context and older children are able to speak articulately and talk to staff about their play.
• Children develop their independence well. Staff encourage them to do things for themselves, such as to hang up their belongings on arrival and pour their own drinks during mealtimes. Children develop their sense of responsibility and self-esteem levels well.
• Staff support children with SEND effectively. They skilfully communicate with children to help them understand language and routines, such as by using gestures and visual aids. All children understand the routine, happily join in and learn to use gestures themselves to communicate their needs with staff.
• Staff assess children's development effectively and know their key children well. They know what they can do and what they need to learn next to progress in their learning. Overall, staff plan stimulating and age-appropriate activities that help to engage children and build on what they already know and can do. However, at times, some staff's interactions with the eldest children do not motivate their interest or help to extend their learning.
• Children learn how to keep themselves safe and healthy. Staff teach them good hygiene practices, such as washing hands before eating. They teach children how to brush their teeth and encourage them to practise this daily. They also remind children about rules and how to be safe during mealtimes, such as sitting down while they eat. Staff also consistently follow good hygiene practices to help maintain children's good health and help prevent any cross contamination, such as during nappy-changing procedures.
• The management team and staff form good partnerships with parents. They gather detailed information from parents about their children when they start the setting to help get to know them and plan for their needs from the outset. The management team also establishes positive partnerships with other professionals to gain further support for those children who may need it.
• The management team checks on staff's practice well and identifies when staff may need further support or coaching to improve their skills. The management team members act as good role models to the staff team and actively support staff day to day, giving feedback as and when needed to help improve their practice. The management team also plans and provides good opportunities for staff's professional development, helping to support ongoing improvement in their teaching and skills.

What the setting must and should do next

The provider should:

• develop staff's teaching skills, supporting them to adapt their interactions, particularly for the eldest children, to consistently extend their levels of interest and learning.