All Saints Wise Owls

What is it like to attend this early years setting?

Children smile with delight as they arrive at the setting. They receive a warm welcome from nurturing staff who know them very well. Staff recognise when some children may need additional reassurance. They offer support and comfort to children by seeking out their favourite stories or toys. This helps children settle quickly into activities. The children have formed strong emotional attachments to staff, helping them feel safe and secure.

Leaders and staff have high expectations for all children. They provide various well-presented activities for children to develop their own ideas through play. For example, children eagerly explore toy trucks and diggers in the sand tray. They develop their small hand muscles as they build structures in the sand. Children show curiosity as they experiment with different vehicles to knock the sand structure down again.

Children behave well. They are beginning to form friendships with their peers. They share toys and take turns with equipment during play. Children understand the routines of the day. They listen well to instructions from staff. For example, when staff play a tidy-up song, children eagerly begin to help put the toys and equipment away. They show a sense of respect for the learning environment.

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

• Children have excellent opportunities to develop their imagination and creativity. For example, children explore and construct their own unique models from recyclable materials. Staff support children to use scissors safely. Children demonstrate good concentration and resilience in problem-solving. They use a variety of materials such as coloured tape, feathers and stickers to add to their designs. Children beam with excitement and pride as they share their creations. Staff praise them highly for their achievements. This develops children's self-confidence and promotes a positive attitude towards future learning.
• Leaders and staff have a good understanding of how children learn. The environment both indoors and outdoors is well-planned. Activities reflect children's interests, which support their learning across the curriculum. Children have opportunities to take part in forest school sessions. They learn to build life skills in a natural environment. Overall, leaders and staff implement an effective curriculum that builds on what children already know and can do. However, at times during adult-led activities, staff do not always plan effectively for children's next steps in learning. Some staff do not consistently extend children's learning to support their overall development.
• Leaders and staff work closely to support children's communication and language skills. Staff promote vocabulary through discussions. Children have excellent opportunities to develop their listening and attention skills. For example, staff engage children in a group activity to guess items hidden in a box. Children take turns choosing an item as they recite a familiar phrase 'shake, shake, turn the box around and listen for the sound'. The other children listen carefully to guess what the item is. They giggle with excitement as they call out their suggestions, such as 'sheep'. When correct, staff encourage all children to repeat together the sound 'baa, baa' and name the animal.
• Children's independence is strongly promoted with opportunities for them to make their own choices. For example, staff set up the snack table to enable children the freedom to decide when they would like their snack. This is less disruptive to their play and learning. When children access the table, they use tongs to select their fruit and butter their own crackers. Children understand the importance of good hygiene routines. They manage their self-care skills well.
• The manager supports her team well. Staff have regular meetings with leaders and receive training to further develop their skills. Staff support children with special educational needs and/or disabilities (SEND) well. They work with other professionals to narrow any gaps in learning quickly. This promotes the continuity of care, learning and development. All children make good progress.
• Partnerships with parents are strong. Parents share information on children's interests with staff. They use this information to plan stimulating activities for children. Staff share updates on children's progress with parents and offer them ideas on how to extend children's learning at home. Parents speak highly of the supportive staff. They express how staff are professional and caring towards children.

What the setting must and should do next

The provider should:

• support staff to strengthen planning for adult-led activities, to focus more precisely on what they want individual children to learn in order to support their overall development.