Acorns At Ormskirk Church Of England Primary School

What is it like to attend this early years setting?

Children are happy in this safe and welcoming environment. There is an array of play experiences available suited to their age and stage of development. Staff encourage children to learn through exploration. Babies investigate textures, such as sand and crunchy cereal, and use a range of tools to see what marks they can make. Staff respond well to the needs of children, celebrating their achievements and identifying how to help to challenge their play. For example, staff acknowledge and respond to children's interest in playing with dolls by providing bottles and baby items. This enhances their learning even further.

Babies' developing communication is supported effectively. Staff acknowledge babies' babbles and non-verbal cues, responding positively to encourage conversation. Staff have high expectations of children's abilities and behaviours. They encourage children from the youngest age to be respectful of their environment by tidying away their own toys. Children are encouraged to share when choosing props to help them identify and join in with familiar rhymes.

Parents are happy with the provision offered by the setting. They are regularly invited to take part in stay-and-play sessions, where they can find out more about the setting and the activities their children enjoy.

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

• Leaders have a clear intent for the curriculum, which is based on the needs and interests of the children. Staff encourage children to practise their developing skills, such as making marks on paper, through well-planned activities. Staff work hard to support children across all areas of learning.
• Overall, leaders plan an environment where children feel secure to explore their surroundings independently. However, the curriculum for the outdoor area is not as well planned. For instance, children do not have daily access to the outdoor area. Consequently, when they want to throw and kick a ball, they do not always have the space to do so indoors. This limits the opportunity for them to extend their physical skills further.
• Staff are highly effective in identifying and tuning in to the children's non-verbal cues, babbles and vocalisations. They model the art of conversation, listen carefully to children and ensure their individual needs are intuitively met.
• Staff clearly know the children well. Effective settling-in arrangements and meetings with parents help to identify next steps in children's learning. This supports children to make the best possible progress.
• Leaders and staff recognise any gaps in learning through regular progress checks. This ensures that support and interventions can be put in place quickly so that children continue to make good progress from their starting points.
• Leaders are committed to ensuring the quality of the provision. They work closely with the host school to ensure consistency and effective transitions. This helps to provide continuity of care and learning for children.
• Staff encourage positive behaviour, praising children for playing cooperatively. They model good manners, saying 'please' and 'thank you' when giving snacks. Consequently, children behave well.
• Staff attend training regularly and use staff meetings to disseminate what they have learned. Staff feel valued and well supported, which promotes a culture of learning from each other.
• Staff promote good health and allow children to take safe risks. They provide a supportive and enabling environment where children feel important and their uniqueness is celebrated. For example, babies look to their key person for reassurance when trying new skills, such as climbing. Consequently, children develop self-assurance and self-confidence.
• Leaders work closely with parents and other agencies to provide the best possible care for children with special educational needs and/or disabilities. They identify areas of focus for children to ensure they make the best possible progress from their starting points.

What the setting must and should do next

The provider should:

• enhance the curriculum for the outdoor area to ensure that children have the opportunities they need to extend and challenge their physical skills.