Brighter Beginning Brighter Minds

What is it like to attend this early years setting?

The manager is committed to offering high-quality inclusive care and education to all children. Dedicated staff share her vision and children thrive in their nurturing care. Aspirations for children are high. The curriculum is planned to support children to be happy, independent and confident learners. Staff know children well and they work tirelessly to build their confidence. They use specific praise and affirmation to support children. As a result, children build a positive self-image and a 'can-do' attitude.

Staff build close relationships with children and the key-person system is embedded. This helps children to feel safe and secure. Staff use their knowledge of children's interests to plan learning. For example, they follow children's current interest in building by creating a pretend building site. Children concentrate well as they build and mix the cement. Staff model sharing and turn taking. As a result, children consider their friends as they pass them tools and wait patiently for their turn. Staff plan regular outings for children. They use these to teach children about road safety. As a result, children talk about holding hands near busy roads and they know to look for safe places to cross the road.

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

• Managers and staff use local data to help them plan the curriculum. For example, data from children's two-year assessments shows that children would benefit from support with language and communication. As a result, the curriculum has a strong focus on developing children's speech and vocabulary. Curriculum planning is focused on identified needs within the area.
• Children with special educational needs and/or disabilities (SEND) are supported well. Staff work closely with parents and other professionals to give children consistent and targeted learning. Children with SEND make good progress. In addition, staff are skilled and sensitive in helping children to consider the similarities and differences between themselves and others. As a result, children with SEND are confident to talk to their friends about their disability.
• Staff generally consider their interactions as they implement the curriculum. They use open-ended questions. For example, they ask children, 'Why did the house fall down?' This helps children to think and wonder before they respond. However, sometimes, less experienced staff's interactions are not of the same high quality. For example, they ask children questions that they can easily answer. As a result, implementation of the curriculum is not at the same consistently high standards across the setting.
• Partnership with parents is a particular strength. For example, staff discuss children's targets and share strategies that parents can use at home. This consistent approach helps children to make good progress. The setting offers a lending library to parents and encourages families to share a story at bedtime. As a result, children increase their use of books and benefit from a more consistent bedtime routine.
• The manager wants children to develop good social skills. Staff model behaviour well. When disagreements happen, staff are quick to respond. They use a calm and positive approach as they support children. Children respond well. They copy the positive affirmations they hear from staff. For example, they encourage their friends by saying, 'You can do it, you are strong.' Children build positive relationships with their peers.
• Managers and staff plan the curriculum to include teaching children the skills that will support them in readiness for school. In general, children develop skills and knowledge that will help their future learning. However, teaching of early maths, such as size and number, is not as carefully implemented. As a result, children's knowledge of early mathematical concepts is not as secure as it could be.
• The setting helps children to build their knowledge of their local community. For example, children go on regular trips. Staff and children visit charity shops to help children understand how their community helps people. Children also learn about recycling and reducing waste, which helps them to understand about sustainability. Children begin to learn about caring for the world they live in. In addition pre-school children benefit from regular visits to a meadow at a linked setting. This further develops their interest in nature and supports children who learn best outdoors.
• Children's physical development is considered. The curriculum offers children opportunities to develop both their large and small muscles. For example, children take part in singing sessions where they stretch, jump and balance. Staff encourage children to use tweezers and pipettes as they play. Children make progress in their physical development.

What the setting must and should do next

The provider should:

• support less-experienced staff to consider their interactions with children, so that the curriculum is implemented to the same high-quality throughout the setting
• review the teaching of mathematics, so that children develop an understanding of early mathematical concepts, appropriate to their age and stage of development.