Bream Early Learners

What is it like to attend this early years setting?

Children enter with broad smiles on their faces at this happy, friendly setting. Staff warmly greet children and parents and ensure there is plenty of opportunity to share news from home. Once children have put away coats and bags, they immediately settle to play, finding their friends and chatting happily to staff and peers. They are secure in their attachments with staff, who are gentle in their approach with the children. Staff speak to children with respect and are genuinely kind and reassuring. Staff value what children have to say. For example, children pass around the 'bedtime bear' during group time. They take turns in conversation and share special stories from home. This promotes children's positive behaviour and self-esteem.

The manager and staff work together to plan a broad and ambitious curriculum that takes account of children's next steps in learning. Staff use their knowledge of children's interests to provide learning opportunities both inside and outdoors. Staff play alongside children. They support their learning and development across a wide range of subjects. For example, mathematics is very effectively weaved into children's play. Children develop a good understanding of early mathematical concepts.

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

• Children make good progress in their communication and language. Staff quickly identify those children who need additional support in this area. They plan for small groups of intervention based on children's learning needs. For example, children giggle as they 'take their tongue for a walk'. They follow the story, moving their tongue up and down and side to side in response to the narrative. They then make long vowel sounds and develop their mouth muscles to develop the movements needed for speech.
• The setting has developed excellent relationships with the local community. Children learn about their locality through regular walks and visits, for example to the local library, feeding neighbouring chickens and visiting local shops. They learn about different cultures and festivals. This helps children learn about the diversity that exists in their community and the wider world.
• The manager has worked closely with the host school to identify what older children need to learn for their next steps in learning. A strong focus on children's emotional well-being, readiness to learn and the ability to take care of their own care needs is at the forefront. However, the curriculum intent for younger children is not as sharply focused to extend their learning to the highest level.
• Children have plenty of opportunity to develop their physical skills in the recently enhanced outside area. For example, staff provide children with suitable equipment and a purpose-built wall to explore water. They enjoy child-led learning by making their own puddles and jumping up and down in them. Staff help children create an obstacle course where they climb over and under equipment and jump from small benches. They use their hand-to-eye coordination and problem-solving skills to undo small locks and catches on the newly added wooden houses.
• Children enjoy mealtimes and talk to staff about the healthy food they have for snack. Children behave very well, sitting quietly and remembering to say 'please' and 'thank you'. However, on occasions, the organisation of these transitions means children are often left waiting for longer than is necessary. Some children then become restless.
• Parents communicate how much children enjoy coming to the setting and how well it shares their development. Staff gather useful information from parents when children start. This informs their understanding of children's likes, dislikes and what they know and can do. This means children settle quickly and staff form good relationships from the outset.
• Staff say that they feel well supported and valued and staff retention is excellent. Those in a position of governance support the setting and manager very well. The manager ensures staff receive regular feedback on their practice.
• Children with special educational needs and/or disabilities (SEND) are very well supported and make good progress in all areas of their development. The setting works closely with the local authority inclusion team and external agencies to support children's continuous development. The manager uses early years pupil premium funding effectively to enrich children's education.

What the setting must and should do next

The provider should:

• develop the curriculum intent for the youngest children even further, to precisely focus on children's next steps in learning
• strengthen the organisation of transitions and routines to maximise children's learning.