Caerleon Child Care

What is it like to attend this early years setting?

The well-designed curriculum helps all children to build on their previous learning and interests. For example, babies enjoy listening to their focus book 'Brum!'. Staff then support babies as they explore different vehicles seen in the book, recapping on the vocabulary, so babies can hear words and match them to objects. Children explore happily, pushing and pulling the vehicles along making the different sounds and copying the language spoken by staff.

All children show a love of books and develop good communication and language skills. Toddlers are keen to share their knowledge, inviting the inspector to share a favourite book. They carefully turn the pages and use language well to retell the story of 'Wibbly Pig'. Toddlers confidently respond to questions and give ideas of what the character should draw next.

Older children show resilience. For example, when their tower breaks, they concentrate and rebuild without fuss. They confidently talk about their design and which shapes they are using. Children persevere, for example, working together to complete a jigsaw. They listen carefully to instructions and absorb the strategies staff share with them to solve problems and achieve.

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

• Leaders and managers support staff well to develop their skills and acquire qualifications. This means skilful staff regularly reflect and evaluate a curriculum that encompasses all areas of children's learning. They adapt the curriculum effectively to meet children's individual needs and learning styles. Staff know their children well and celebrate their achievements. They know what children need to learn next and provide them with a broad and balanced range of experiences to build and embed knowledge.
• There are effective procedures to ensure that staff promptly identify any gaps in children's learning. Staff develop action plans with targeted support. They work closely with parents and other agencies to enable children to make the most progress possible in their learning. Staff use any additional funding effectively, for example, to develop the garden area with different surfaces and structures to support physical development.
• Overall, staff's interactions guide and encourage children's learning. For example, staff support those children with special educational needs and/or disabilities to engage with others and build their language. Staff provide a narrative as children develop their imaginations in their role play. Staff demonstrate how to use the microwave, help children to consider potential risks, such as trapping their fingers in doors, and take turns. Staff are patient and considerate of children's capabilities. However, on occasion, there are inconsistencies in the quality of interactions to help children engage in their learning, such as inviting less confident children to share their ideas.
• There are good arrangements to ensure that the premises are secure and that staff implement regularly reviewed risk assessments with efficiency. For example, when children visit the soft-play centre, staff are vigilant, deploy themselves effectively and conduct regular head counts to ensure that all children remain supervised and safe.
• Children benefit greatly from the caring relationships they establish with their familiar adults. For example, when new starters are unsettled, staff cuddle and reassure them, helping babies to rejoin their friends and engage in their play. Staff are highly respectful. They routinely ask children's permission before changing nappies. Staff provide all children with opportunities to finish their play. They ring a bell and give children a five-minute warning. Children have the opportunity to revisit chosen play later and can access resources independently.
• There is effective communication between staff and parents to ensure that staff meet children's individual care needs successfully. For example, there are efficient arrangements to ensure that staff meet children's dietary needs. Staff check and recheck the menu and allergen sheet alongside children's named placemats, which record their allergies and preferences.
• Leaders and managers evaluate the provision effectively, regularly reviewing what is working well. They are forward thinking and plan effectively for changes, such as the environments for new starters and those children moving into a different room. For example, they have considered how to support those children who struggle to regulate their emotions and are introducing a 'reset chair' and a sensory space.

What the setting must and should do next

The provider should:

• develop further the quality of staff's interactions to enable all children to engage in their learning and to be challenged appropriately.