C4K

What is it like to attend this early years setting?

Children happily enter the pre-school. They are welcomed in by friendly, kind staff in a safe and secure environment. Children leave their parents and carers with ease and settle into the well-embedded, familiar routine. They engage enthusiastically with the range of creative opportunities on offer. For example, they create their own ice-cream paintings. Staff use this opportunity to extend their learning by introducing discussions about children's past experiences at the beach. Children generally behave well. They have formed friendship groups and enjoy each other's company.

Leaders implement a broad balanced curriculum that reflects children's age and stage of development. They are clear about what they want children to learn. Leaders think carefully about the environment and the range of learning experiences they offer. Children are involved in how the environment is set up. For example, staff have daily discussions with them about what they would like to play with the next time they attend. This has a positive impact on the learning outcome for all children.

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

• Staff make ongoing assessments of children's learning. They use this information to monitor that children are making good progress in all areas. There is good support for children who may need additional help. For example, staff run small language groups to help children who may need more support with their communication. The special needs coordinator works closely with parents and other professionals to help children achieve their next milestones.
• Staff support mathematical skills well. They count, name shapes and use terms, such as 'big' and 'small', as children play. Children explore volume in a variety of ways. For instance, they fill and empty water bottles and buckets of sand. These experiences help give children a secure base knowledge of mathematics.
• Children develop good communication and language skills. Staff ask meaningful questions while they play, which helps children to think about what they are doing. Children use their wide vocabulary while they play with friends. For example, they make cups of tea for each other and discuss if they take milk and sugar and how it is hot.
• Staff promote children's healthy lifestyles well. Children benefit from healthy snacks, such as strawberries, and use tongs to independently serve themselves. Children play outside daily in a well-resourced area.
• Staff feel appreciated and valued. The manager places a high priority on their well-being. She takes care to manage their workload and involves them in all areas of the setting. For example, they have regular team meetings to discuss the curriculum and plan future experiences. The manager has regular one-one- one time with each member of staff and supports their ongoing professional development.
• Partnership with parents is effective. The manager and staff keep parents informed about children's learning through termly meetings. Parents report they bring back siblings due to the support they have had in the past. They describe the setting as nurturing and say they like the relaxed atmosphere.
• Staff form positive relationships with their key children and know them well. They meet their individual needs. For example, they check in regularly with them to make sure they remember to go to the toilet. This has a positive effect on children's well-being.
• Staff help children develop a love of books and reading. They plan the environment to include books, both inside and out, so children can easily access them. Children ask staff to read familiar books during the session. They concentrate for long periods, listening intently. Children enjoy using a lending library, where they choose a favourite book to share at home.
• Overall, children behave well. During circle time, staff talk about how they expect children to behave, which generally helps children understand the rules. However, on occasion, staff do not reinforce these rules and expectations consistently. For example, at times they do not remind children not to run around the setting. This does not give children clear and consistent messages to support good behaviour.

What the setting must and should do next

The provider should:

• support staff to provide a more consistent approach to behaviour management so children understand the rules and know what is expected of them.