Buttercups at Little Teddies

What is it like to attend this early years setting?

Children feel happy and safe in this welcoming and nurturing environment. They develop strong relationships with their key person, who knows them very well as individuals. The managers and staff have high expectations for children and implement a curriculum that provides children with exciting learning opportunities. Children, including children with special educational needs and/or disabilities (SEND), are supported well to make good progress and reach their full potential.

Children enjoy being outdoors, where they have plenty of opportunities to be active and explore the environment. They take part in activities to help develop their physical skills. For example, they ride bicycles, take part in an obstacle course and develop their balance and coordination on climbing equipment.

Children behave very well and understand the expectations for their behaviour. Staff are positive role models for children and help them learn to share, take turns and use polite manners. Children show respect for resources and share with their friends. Staff take all opportunities to positively acknowledge children's effort and achievements. This helps to build children's self-esteem and confidence in their own abilities.

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

• The managers know the setting very well and have clear intentions for what they want children to learn. Staff demonstrate a good understanding of the areas of learning and development and how to implement these. Young children develop their fine motor skills during play. They spend time exploring with sand and use their hands and spades to dig and search for treasure. Older children begin to develop the skills needed in readiness to start school. They take part in group activities, follow instructions, take turns and listen to their peers. Overall, children make good progress in their development.
• Staff comment they feel very supported by the management team. They receive regular training, enabling them to refresh their knowledge and learn new skills. The manager works alongside the staff team, carries out regular supervision meetings and provides feedback on their practice. This enables staff to build on their knowledge and practice.
• Children's language is developing well. They benefit from lots of stories and rhymes throughout the day, which helps them to learn new words and develop their vocabulary. Staff use different strategies to help promote children's communication skills. For example, they will often use keywords, signing, picture cards and a visual timetable to help children understand what is happening next.
• Staff encourage children to learn about health and hygiene. Children are encouraged to wash their hands regularly before mealtimes. Healthy eating is promoted well. The managers and staff support parents to develop their understanding of the importance of providing their children with healthy packed lunches.
• Partnerships with parents are effective. Staff establish positive relationships with parents. They gather detailed information about children on entry to help support their individual needs and interests. Staff regularly share information with parents about children's experiences, new achievements and the progress they are making in their learning. Furthermore, staff offer suggestions for ways to support their children's learning at home. Parents are complimentary about the caring and welcoming staff team. They comment they feel very informed about their child's development.
• The manager and staff work in close partnership with parents and other professionals to support children with SEND. They share information and carefully consider how to include appropriate strategies into children's individual learning plans. Consequently, children with SEND benefit from highly effective support.
• Staff use regular observations and assessments of their key children to plan the curriculum. Consequently, children become engrossed in exciting activities. However, at times, the frequent changes in routine can disrupt children's ability to explore further, and their ideas are not always given further consideration as staff move them on to the next activity.
• Staff are knowledgeable about what they want children to learn. This helps to ensure that children are ready for the next stage in their learning. However, children do not always have ongoing opportunities to help deepen their understanding of the diversity of life in modern Britain.

What the setting must and should do next

The provider should:

• review and improve the organisation of the daily routine so that children have sufficient time and support to fully explore and maximise the learning opportunities available
• extend opportunities to deepen children's understanding of the diversity of life in modern Britain.