Burwell Early Learners CIO

What is it like to attend this early years setting?

Children are happy and secure in the pre-school. They are greeted each day by friendly, caring staff, who chat with them about their plans for the day ahead. Children settle quickly. Staff support children to leave their parents on arrival and access resources and activities. Children have excellent relationships with all staff, who are responsive to their needs. For example, younger children enjoy reassuring cuddles while listening to stories. Staff support children who are new to the setting to find their comforters from home if they require reassurance. Children behave well and play harmoniously together. For instance, older children help younger children to push wheeled toys up a hill in the garden. Staff consistently praise children for good behaviour. Acts of kindness are celebrated as a group as children place their photographs on the 'proud cloud' display board.

Children enjoy the company of and interactions with staff and actively seek them out to share their thoughts and ideas. They demonstrate that they feel safe as they confidently explore their surroundings. Children are excited and motivated to learn as staff engage in conversations with children and set challenges to extend their learning. For instance, while collecting autumn leaves, children notice various insects. Staff build on these observations and children become engrossed in a minibeast hunt. Staff engage in discussions with children about minibeasts and their habitats. Children quickly identify where to find them in the garden.

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

• The manager and staff have a clear intent for children's learning to prepare them for their next stage. They focus on supporting children's emotional well-being. The manager has given good consideration to the environment to support this area of development. For instance, each room has a quiet area with puppets, pictures and books. Staff use these areas with children to discuss their feelings and expand their emotional vocabulary from a young age.
• Staff provide a challenging learning environment to build on children's skills and knowledge. They use information shared by parents to plan activities based on children's interests. This helps children to engage in activities and develop a positive attitude to learning. However, on occasion, staff do not prepare some group activities as well as they could, to ensure that all children are engaged. Consequently, some children lose interest and become distracted.
• The special educational needs coordinator works closely with other professionals. She shares information with staff and parents to deliver targeted support for children who require additional help with their development. This helps to ensure that children make the best possible progress.
• Staff talk to children as they play and get down to their level. Children hear a range of stories and rhymes both indoors and outdoors. Staff ask children questions and comment on their actions, such as 'squeeze', 'push' and 'pull', while children manipulate dough. However, staff are not always ambitious in the language they use when talking with children, in order to extend children's vocabulary more widely.
• Staff support children in their independence. For example, children learn to manage tasks for themselves, such as dressing for outdoors. They take responsibility for putting away their coats and indoor footwear. Children learn to manage their personal care needs, including washing their hands prior to eating and changing out of wet clothes following messy play.
• Partnerships with parents are good. Parents describe the staff as caring and friendly, and state that they are very happy with the provision. Staff keep parents regularly informed about their children's learning and provide advice for supporting their children's learning at home. For instance, staff provide resources with activity ideas, such as paint brushes, for developing children's mark-making skills.
• Staff work well with the local school to share information about children prior to them attending. The pre-school children enjoy regular visits to the school and access the play area. They attend special assemblies and sports days to familiarise themselves with school life. This helps to support children in their transition to school. For children attending other settings, staff share reports, next steps and children's progress with them. This helps to provide continuity in children's learning.

What the setting must and should do next

The provider should:

• improve the organisation of group-time activities to ensure that all children are highly engaged and focused
• enhance staff's practice and understanding of how to help children to develop a wide and varied vocabulary.