Apple Daycare and Childminding Services

What is it like to attend this early years setting?

Children arrive at the setting from a woodland walk and are warmly greeted by staff. They settle quickly and eagerly begin to explore their environment which offers a rich range of learning experiences. They explore minibeasts in soil using a magnifying glass. A variety of puzzles encourages problem-solving skills, and mark-making with crayons helps children to build strength in their fingers.

Children thoroughly enjoy a dance and music session. They express themselves through movement as they move their bodies to familiar songs and shake musical instruments to the music. They reach out to pop bubbles in the air, helping to build on their physical development. Staff provide praise to children when they pop the bubbles, which builds children's confidence and self-esteem.

Children behave well. They form positive relationships with their peers and play alongside each other happily. Staff are excellent role models and gently support children to take turns and share equipment effectively. They teach children the importance of being kind to their friends. This helps children to understand their own emotions and behaviour, and how these impact on others.

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

• The curriculum is embedded well into the setting. Leaders have clear and effective strategies to deliver a curriculum that meets the needs of the children. Activities and resources are set out to reflect the seven areas of learning, and are based on the children's interests. Next steps are identified for children; however, staff do not always incorporate these into their teaching and interactions. As a result, children are not fully supported to make progress in these identified areas.
• Children's transitions are managed effectively. Robust settling-in sessions are in place to ensure that children transition smoothly when they first start. Staff take time to monitor and observe the children which helps them to meet their needs. Children are supported as they move between settings, and adjust to learning in a larger environment. This helps them to prepare as they move to the next stage of their education.
• Staff play alongside the children, narrating their play. This provides a good opportunity for children to learn new language as they repeat words, such as 'yellow door'. Staff associate words with the activities the children are doing. For example, as children roll a hoop, staff say, 'roll it'. This helps children to build on their understanding of language and develop their communication skills.
• Parents speak highly about the setting. They value the positive experience their children have, stating their children are 'thriving and love being at the setting'. Parents are kept up to date with their children's learning and development through an on online platform and daily handovers. Staff share next steps with parents so they can continue children's learning at home.
• Staff provide plenty of opportunities for children to be independent. Children are encouraged to take their boots off. They confidently self-serve their own drinks and collect their lunch. They use spoons to feed themselves and are beginning to establish good hygiene practices, such as wiping their noses and washing their hands.
• Staff effectively weave mathematics through their teaching. Staff count with children at every opportunity. They count toy bugs they have lined up, and talk about the difference between 'big' and 'small' rubbish trucks. This helps children to be secure in their learning before they move to the next stage.
• Leaders ensure that staff are well supported. They provide staff with regular supervision and professional development opportunities. This helps to keep the standard of teaching at a high level and ensure that children have positive outcomes. Leaders make staff well-being a priority. They ensure that staff can manage their workloads effectively and have a strong focus on work-life balance. Staff report high levels of well-being at the setting.

What the setting must and should do next

The provider should:

• develop staff's teaching skills to further support children's identified next steps, to help them make even better progress.