Beaupre Under 5 Centre

What is it like to attend this early years setting?

Children demonstrate that they thoroughly enjoy their time at this setting. Staff and children greet each other with warmth and enthusiasm. Children immediately settle to their chosen activities. The setting's child-centred approach fully supports children's self-confidence and self-esteem. Staff focus precisely on what each child needs to feel safe and fully take advantage of the opportunities on offer.

Children's behaviour is excellent. They are friendly and cooperative. Children are endlessly kind to their friends. When a child asks to join her friends in a shopping game, they independently rearrange their activities and welcome her into their play. Children learn to follow simple rules and explain why these are necessary. They enjoy explaining why they need to brush their teeth and giggle as they make jokes about family members forgetting to do this.

Staff develop relationships with children's parents that are respectful and nurturing. Staff gather extensive information about the children that they use to plan for each child's individual needs. Where children are beginning to learn how to manage their big feelings, staff work closely with parents to support them. Staff share careful assessments with parents and plan for all children to make progress. Parents report feeling fully involved in their children's development and learning.

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

• The manager is highly supportive of her staff team. She values the commitment staff show to children and their families. The manager provides training opportunities that increase staff's knowledge and skills. Learning is regularly shared at the morning staff meetings, where staff discuss how it can be implemented in the setting. For example, recent staff training on sign language has led to signs for milk and water being introduced to children at snack time.
• Partnership working is a key strength of the setting. The provider works closely with all of those involved in the children's care and education. She actively seeks input from health visitors and other professionals. Childminders, who share care of children with the setting, value the involvement they have in children's assessments. This shared approach ensures that children can build on previous learning and development. Additional funding for children is well targeted and results in improved outcomes for children.
• Staff support all children to communicate well. Children chatter all day to the staff and each other. Staff extend children's ideas and plan activities to encourage children to speak and listen carefully. However, staff do not yet focus on building children's vocabulary by introducing new and exciting words. Consequently, children's communication skills are not developed to the highest possible level.
• Staff take opportunities at snack and lunchtime to reinforce handwashing routines and discuss healthy eating. Staff provide parents with ideas for healthy lunches and snacks. Children confidently discuss which foods are healthy and why. They learn health and hygiene lessons that will support them to live healthy lives.
• Children benefit from a wide range of experiences across all of the areas of learning. They have plenty of opportunities to practise their early drawing and writing skills. Staff teach early mathematical concepts, such as counting and measuring, throughout the day. Children enjoy discussing their 'work' and are very proud of what they achieve. They are self-motivated learners.
• Staff read to children regularly. Children enjoy 'reading' to each other and love to make up their own stories, which they incorporate in their make-believe play. For instance, children playing outdoors tell each other a story about how a big storm came and 'froze' all the flowers. They develop a love of books and stories that supports their future learning.
• Staff teach children some independent self-care skills, such as how to put on their coats, hats and shoes. However, this approach is not consistent. For instance, children regularly present themselves for staff to do up their zips, and present their pots and packets for staff to open at mealtimes. This does not fully extend children's self-care skills in preparation for the next stage in their learning.

What the setting must and should do next

The provider should:

• develop further staff's sharp focus on children's speaking and listening skills by consistently introducing new and interesting words that extend children's communication skills to the highest possible level
• support staff to identify and take more opportunities to fully promote children's independence skills.