Bubbly Bear

What is it like to attend this early years setting?

Staff focus on children's self-assurance and confidence. They celebrate their successes and encourage children through their own good modelling of behaviour. Older children engage keenly with visitors to the setting. They approach the inspector, showing their favourite toys and playing an animated game. They test different objects in the water tray, having the inspector predict whether they will sink or float. They cheer when the inspector is right, and say 'oh well, maybe next time' when she is wrong. They display wonderful social skills and resilience, encouraging the inspector and their friends to keep on trying. Children feel secure and safe to demonstrate these skills, in part, due to their warm, trusting relationships with the familiar staff who are close by.

Younger children flourish in the calm, soothing environment that staff create for them. They independently explore, showing that they are curious learners as they inspect different resources. They regularly check in with staff, finding the comfort and reassurance they need. All children begin to build skills that prepare them for the next stages of their learning. Staff support younger children to begin to feed themselves, help with hygiene routines and communicate their needs. They provide older children with exciting activities that help to strengthen their pencil control skills. The children attempt to write letters and begin to showcase their independence. This supports children's upcoming move to primary school.

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

• There have been vast improvements at the setting since the previous inspection. Leaders have designed a curriculum that is challenging, thoughtful and based on how young children learn best. Staff implement the curriculum passionately, demonstrating their solid understanding of the impact that good, consistent teaching has on children's development. Adult-led activities are carefully tailored to meet the needs and individual development goals of every child. Activities are repeated throughout each week to help children's learning to stick, and to account for different attendance patterns. This means that all children make good progress, including those with special educational needs and/or disabilities.
• Partnerships with parents are effective and further support children's progression. Parents commend the leaders and staff for their transparent communication. They feel better equipped to support their children's learning at home thanks to the targeted support provided for each individual family. They praise the leaders and staff for fostering a warm, nurturing environment in which their children can thrive and grow.
• Leaders who manage the day-to-day running of the setting are highly supportive of the staff team. They place great emphasis on building strong, purposeful relationships with all staff and care about their well-being and maintaining an appropriate workload. Staff report that they feel confident, happy and supported by the leaders.
• The provider does not ensure that staff areas used for breaks are kept clean. He does not have a sound understanding of his responsibility to provide appropriate, well-maintained spaces for staff to unwind and take care of their own needs, away from the childcare areas. Staff and leaders do not always feel heard and valued by the provider. Despite this, staff and leaders provide safe, clean spaces for children to access and enjoy the enriching curriculum they provide.
• Children's communication and language skills develop well. Children benefit from interesting conversations with their peers and staff. Staff are careful not to over-burden children with questions. Instead, they skilfully allow time for children to process, think and respond. Children are exposed to new vocabulary through planned activities and story sessions. They are becoming confident talkers.
• Children are polite and respectful to staff and their peers. They are able to communicate their needs and wants effectively and can also identify the needs of their peers. They share their toys, invite peers into their play and patiently wait their turn. Staff have high expectations for children's behaviour, which are met. Staff also implement a curriculum that is ambitious and therefore helps to keep children motivated and engaged, which is reflected in their good behaviour.
• Children enjoy healthy foods and plentiful outdoor exercise at the setting. They chase their friends outdoors, play on toy vehicles and strip off their socks and shoes to test out different textures with their feet and toes. Children embrace this style of learning. They benefit from fresh air and opportunities to burn off any excess energy. This sets them up well for indoor learning and supports their personal development.

What the setting must and should do next

The provider should:

• provide suitably maintained spaces and facilities for staff to use, away from the childcare rooms.