Allsorts

What is it like to attend this early years setting?

Children are confident and happy. They arrive with keen enthusiasm to take part in the range of activities and learning experiences on offer. They develop good levels of independence as they choose to play inside or out and particularly enjoy the opportunities for physical activities. Outside, children count as they hop and jump when they play hopscotch. They are eager to explore, whether they are chopping vegetables or playing in the mud kitchen.

Children's behaviour is good. They take it in turns to climb the steps and go down the slide. They listen to stories well and share books with one another as they turn the pages and look at the pictures. Children enjoy yoga, which instils a sense of calm. Children practise the poses, such as 'downward-facing dog', developing good posture and balance.

Communication has remained good between the parents and the staff throughout the COVID-19 (coronavirus) pandemic. This has supported families well and helped to maintain the good links already in place. Although parents do not currently come into the setting, staff greet each child individually at the gate and share information with the parents. This helps to ensure that parents feel fully involved.

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

• Children have good opportunities to role play. They use their imagination well as they pretend to cook with water, soil and leaves in the mud kitchen. They take on the role of a hairdresser as they use the resources to style each other's hair. Staff make the most of these spontaneous opportunities to engage children in conversation, encouraging them to think about and describe what they are doing. This helps children to develop good communication skills.
• Children behave well. Older children look out for and look after younger ones. For example, when children notice that others are having difficulty opening their water bottle, they ask them if they would like some help. Older children also show acts of kindness as they invite younger, less-confident children to join them in their play.
• Children develop a good understanding of mathematical concepts. They count in activities, write numerals, and begin to make simple calculations. They excitedly count the number of children present, confidently recognising and writing the number 22. Children call out excitedly that two and two make four when added together and that three twos make six, demonstrating excellent mathematical knowledge.
• Younger children enjoy action rhymes and singing. They pour water from one container to another, enjoying the sensory experience. They work well together when using a variety of tools to fix different vehicles. Staff ask thought- provoking questions and listen to children's ideas, which gives them a sense of achievement.
• The manager provides strong leadership for the staff team. She has an incredible knowledge of every child that attends the setting. In her role as the special educational needs coordinator, she is extremely proactive in seeking early help for children when needed. The manager and staff have built highly effective partnerships with other professionals and external agencies to ensure that all children receive the help they require to make the best possible progress in relation to their individual starting points.
• Partnerships with parents are good. Parents are happy with the progress their children make and the provision. Parents compliment staff on supporting children in their speech and language and helping their children to become more confident.
• Staff take their lead from children's interests. However, at times, staff do not recognise when to engage and interact with children in order to fully promote or extend their learning consistently. As a result, sometimes, children play on their own for extended periods of time.
• The manager and staff regularly reflect on their practice and assess the quality of the provision. Staff have good training opportunities to develop their practice, and they feel well supported by the manager.
• Staff provide many learning opportunities for children during large-group times. Although all children listen and are well engaged, staff do not encourage the quieter or less-confident children to contribute. Consequently, the more-confident and outgoing children dominate the session.

What the setting must and should do next

The provider should:

• improve the organisation of large-group times so that all children can take part and contribute equally
• develop the consistency of staff's engagement and interaction with children to fully support and extend each child's learning.