Banwell Buddies

What is it like to attend this early years setting?

Children are happy and confident. They settle quickly into a well-organised environment. Staff have put in place additional measures since reopening in September, after being closed due to the COVID-19 (coronavirus) pandemic. Parents drop off and collect their children from the main entrance, and on arrival children immediately wash their hands. The curriculum is based on children's interests. Staff use starting points to plan activities and build on what children already know and can do, to further extend learning across all areas. Children are eager to participate in activities based on their interests. For instance, they enjoy taking part in a 'bug hunt' and staff help them to identify different insects. Staff have high expectations for all children, including those with special educational needs and/or disabilities. Staff monitor children closely to identify early any gaps in their development and work closely with other professionals. This contributes to the good progress that children make from their starting points.

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

• Good progress has been made to address the actions and recommendations raised at the last inspection. The manager and staff have completed behaviour management training. This has helped them implement effective strategies to promote children's behaviour. For example, staff created pre-school rules with the children to communicate clear expectations for behaviour. Staff have a calm, reassuring approach to help children understand their emotions. This helps children to learn how to regulate their own behaviour. Therefore, children's behaviour is extremely good.
• The committee and staff team work together effectively. The manager and committee place a strong emphasis on reducing staff workload and promote staff well-being. Staff say they feel well supported and listened to. The committee has clear procedures and guidance for new committee members to follow to ensure they check their suitability.
• Staff pay particular attention to support children's personal, social and emotional development. For example, they have recently introduced a tepee and created a calm space to ensure that children have quiet and individual time. Staff have explored ways to support children's emotional development and have recently completed training to extend their knowledge.
• Partnership working is strong. There is an excellent relationship with the local primary school. For instance, staff work closely with the primary school teachers to share information about children's individual needs and help prepare children for school. Pre-school children join the school children in activities to support them to be more confident when they move on to school, such as story time in the Reception class.
• Children learn how to keep themselves healthy. Staff teach children good hygiene practices and support their understanding of the COVID-19 pandemic by sharing stories. Children access a well-resourced outdoor area which offers opportunities that support them to develop their physical skills. For example, children show good control of their bodies as they climb and balance on the play equipment.
• Parents speak highly of the pre-school. They comment on the strong relationships between children and staff. Staff keep parents informed about their children's progress through an online learning journal. However, systems are not consistently in place for staff to share ideas with parents on how to support children's learning at home.
• The manager provides effective leadership for her team. She has made good use of support and training from the local authority. The manager conducts regular supervision and provides feedback to staff, therefore the quality of activities and teaching has greatly improved. However, there is scope for further development in helping staff to introduce the language of mathematics during all activities.

What the setting must and should do next

The provider should:

• strengthen and incorporate the teaching of mathematics more consistently throughout the day
• enhance the support given to parents for home learning ideas and extend children's development further.