Addingham Ducklings

What is it like to attend this early years setting?

Children are safe and happy in this warm, welcoming and home-like setting. They have secure attachments with staff, who are kind, caring and nurturing. Children eagerly join in with the wide range of activities on offer and enjoy their time at the setting. They are able to test out their own thoughts and ideas as they play. They find new ways to do things and show high levels of engagement in activities of their own choosing. For example, children use various construction items to make a road with tunnels for the cars to drive along. They investigate how different tubes connect together and begin to explore mathematical concepts, such as size, shape and patterns. Staff have high expectations for all children's learning and development. Children with special educational needs and/or disabilities are supported well to achieve to their full potential. Staff work closely with parents, other professionals and other settings that children attend, to give children the help they need.

Children are well behaved and polite. They know what is expected of them and carefully follow the rules and boundaries that are in place. Staff teach children about respect and tolerance towards each other and living things. 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 setting is organised to support children to be curious and independent learners. Children have access to a wide range of resources, which they use around the room to enhance their play. For instance, children use a guidebook as they pretend to go on an adventure. Staff encourage them to use binoculars and describe what they can see.
• Leaders and managers are experienced and knowledgeable about how children learn and develop. They use children's interests as a guide when planning experiences that are challenging and stimulating. They observe children as they play and extend children's thinking and learning through positive interactions. For example, following Halloween, children are interested in making potions in the mud kitchen. They use different tools and equipment as they develop their fine motor skills and muscles in their fingers. Staff use this as an opportunity to help children to develop their communication and language skills by introducing new words.
• Children have access to a wide range of books and other materials in all areas of the room. This includes magazines, poetry, guidebooks, instruction manuals, fiction and non-fiction books. This helps children to develop a love of reading and supports their early literacy skills.
• Children have plenty of opportunities to be active. They spend time outside where they run around and climb and balance on nursery apparatus. This helps them to develop their physical skills and coordination. Children go for a daily walk to the local pre-school to collect their friends. On route they talk about what they can see in the environment and learn how to cross the road safely.
• Mealtimes are a social occasion where children and staff come together. They happily talk about their experiences and interests. Staff use this routine to teach children about the importance of leading a healthy lifestyle. Children learn which foods are healthy and unhealthy and the affects these have on the body.
• Leaders and managers reflect on the setting and the activities they provide for the children. They make changes to the environment to suit children's individual learning needs. For instance, fairy lights are used in the dining area to create a cosy and calm space for children to enjoy their meals in.
• Staff say that leaders and managers are supportive. However, tools for monitoring staff performance, such as regular supervisions, are not fully embedded into practice to help staff to improve their knowledge and teaching skills further.
• Partnerships with parents are good. Staff share what children are doing and learning through on online application and regular assessment updates. Parents speak very highly about the small and friendly setting. They praise the welcoming, friendly and dedicated staff. Parents say they are kept informed about their children's day. They can see the progress their children are making, especially in their confidence, independence and social skills.

What the setting must and should do next

The provider should:

• focus more sharply on support for staff to ensure they develop an even better knowledge of how to support children's learning.