Belsay Daycare

What is it like to attend this early years setting?

Children demonstrate consistently positive attitudes to their learning, and they make excellent progress. They are highly respectful of one another and are very aware of other children around them as they play. Children, including those with SEND, are kind and gentle towards one another and show this when they affectionately rub each other on the back during activities. Leaders and staff are excellent role models for children. This contributes to children displaying exceptionally high levels of self-control and behaviour for their age.

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

• Leaders and staff sequence children's learning exceptionally well. They plan activities that help children to build superbly on what they already know and can do. For example, the programme for literacy includes a wealth of activities to help children develop strength in their arms and hands in readiness for holding a pencil correctly. Children thoroughly enjoy exploring tongs as they try to retrieve a conker that is buried in a container filled with rice. They show high levels of perseverance until they find the most effective way to do this.
• The curriculum is highly challenging and implemented effectively to support all children, including those with SEND. This is illustrated when children take part in a yoga session. Children with SEND are fully integrated and make exceptional progress. They perform challenging yoga poses and place their hands together, before saying 'namaste' all together. The look of glee on children's faces is heartwarming, as they show clear enjoyment of the activity.
• Extending and strengthening children's vocabulary is a key focus of the curriculum for communication and language. Leaders and staff plan effectively to ensure that children hear new words as they play and learn. For instance, staff model the word 'astounding' as children listen to stories, and give them an explanation of what it means. Children listen carefully and enjoy repeating new words to extend their growing vocabulary.
• Leaders and staff have an exceptional knowledge of children. They use this information to plan experiences that ensure children are prepared for life in modern Britain and develop the key knowledge and skills they need to succeed in the future. Children benefit from wider curriculum experiences, such as travelling on a bus to a museum or to the aquarium. Here, they get to see larger groups of children also visiting attractions and benefit from travelling outside their local area.
• Children begin to use an impressive range of words to express how they are feeling. Staff integrate discussions about children's emotions throughout the day, such as during morning group time. Children confidently express how they are feeling and link this learning to activities later in the day. For example, children laugh and say 'I feel sweaty', following their yoga session.
• Partnerships with parents are superb. Staff take time to talk to children and their parents on arrival in the morning, where a wealth of high-quality information is shared. Parents say that the pre-school has been a 'lifesaver' for them when describing how happy and delighted they are with the support they receive. Parents are involved in the self-evaluation process. Feedback is welcomed and acted on to support children's ongoing learning and development.
• Professional relationships with staff in the Reception class in the host school are outstanding. Leaders and staff work very closely together to support children's emotional well-being and ongoing learning, particularly when children leave the pre-school and begin to attend school. Opportunities throughout the year, such as visiting the school hall to have lunch and sharing outdoor facilities, help to support children's learning and development superbly.
• There is a strong, ambitious vision from leaders and staff to create the highest possible pre-school provision for children. Continuous training and a clear focus on strengthening all aspects of the pre-school are at the forefront of the minds of all those involved, including committee members. The small, close-knit staff team feel incredibly well supported. They feel that their knowledge and skills build consistently over time. This leads to a highly focused curriculum that supports children to make the best possible progress.