Brambles Wilton

What is it like to attend this early years setting?

Children are keen to begin their learning as they arrive. They separate well from parents and carers, and show high levels of confidence as they move around the environment. In general, children behave well and show consideration to others. Skilled staff deal with any behaviour issues well. Children are motivated in their learning and engage well with staff and show a great sense of pride when they achieve a new skill. For example, children learn how to throw balls into tyres and shriek with excitement when they succeed. Younger children enjoy exploring the pretend 'Brambles ship'. They are excited as they walk the plank. Management and staff have high expectations for the children and use spontaneous planning to support children in making good progress.

Children learn how to stay safe, taking controlled risks throughout the day. For example, they climb trees and use real tools to build structures. Staff are particularly good at encouraging children to understand why they need to do things a certain way. For example, a child wants to lift a palate, and the member of staff reminds him to look both ways before he drops it in front of him in case there is a child there.

Staff build good relationships with parents and communicate well about all aspects of the provision.

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

• Children make good progress in their learning because staff provide a rich and natural environment and enable children to make good choices in their play and learning. Staff know the children well, including what they know and what they need to learn next. They have good systems in place to make sure they are continually tracking children and providing challenges to help them learn new skills. For example, children use clay and make pictures adding in different materials. Younger children explore mixing different colour paints and painting their hands to make hand prints on the paper.
• Staff work well together as a team. They feel valued and respected by management and are encouraged to attend tailored training to support them with the skills they need in their role. For example, staff have attended training on supporting children to self-regulate their behaviour and supporting two-year-olds in their learning.
• Staff support children with additional needs particularly well. They work closely with parents and other agencies to make sure the care and education children receive are tailored to their individual needs and abilities. Managers use additional funding particularly well to target specific areas and maximise children's learning.
• Children generally behave well. Staff provide good role modelling and clear guidance. On occasions, some children struggle with sharing, and staff respond quickly and support children in learning how to share. For example, they use sand timers as a visual aid for children to know when it is their turn. Older children are particularly supportive of younger children. An older child takes the hand of a younger child and they go over to the painting area, where the older child helps them to get some paint and paper.
• Partnerships with parents are very strong. Parents report that staff know their children particularly well and that they are pleased with the progress their children are making. Parents also comment on how well prepared their children are for school, particularly with their communication and language skills and how sociable they are.
• Generally, children follow good hygiene routines and the older children are independent in their personal care. Staff work with parents to support younger children in learning new skills such as potty training. However, on occasions, younger children have runny noses and staff are not always quick to respond to support them in wiping their nose.
• Children thrive in the natural outdoor environment. They enjoy eating freshly cooked snacks from the fire, such as red pepper pancakes, fresh fruit and vegetables. In addition, children benefit from fresh air and regular exercise. They climb and slide down the hill, developing their coordination.
• In general, staff use effective teaching methods. However, on occasions, staff use closed questions when talking with the children, which limits their responses.

What the setting must and should do next

The provider should:

• support staff in making sure they use effective questioning consistently
• review hygiene routines to support all children in learning how to support their personal care, particularly with nose wiping.