Channings Childcare Ltd Royton

What is it like to attend this early years setting?

The motto of providing children with a 'warm, nurturing, enjoyable and secure environment' is truly embedded across this wonderful setting. Staff's energy and eagerness to greet children on their arrival is palpable. Children arrive with a huge smile on their face and are keen to embrace staff with a cuddle. Staff are good role models. They provide children with clear expectations for their behaviour. Children are courteous towards others. They know what is expected of them and they behave well.

In the main, staff provide children with a broad curriculum that builds on what they already know and can do. For example, children show interest in cooking. Staff take children to the local supermarket to purchase vegetables to make soup. Children learn how vegetables are grown and are excited to take soup home that they have made to share with their families. Staff encourage children to be creative. Babies babble with delight while exploring paint. Toddlers enjoy making creative collages. Pre-school children become enthralled while making 'magical potions' while playing in water.

Staff support children's emotional well-being incredibly well. They spend time getting to know children and their families during the settling-in period. Children have a strong sense of belonging. They feel safe and settle quickly. Staff support children to become independent from a young age. For example, children help to tidy toys away, take care of their personal belongings and put their own coats on. Children develop the necessary skills in readiness for their eventual move on to school.

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

• The setting strives for excellence. It reflects on ways to continually improve and raise standards. For example, staff have reflected on how they can better support children's large-muscle skills outdoors. Redevelopment of the outdoor area has provided children with more challenge in their physical development. Children enjoy taking part in an assault course. They show excellent physical dexterity while climbing on apparatus.
• Overall, the setting provides children with an ambitious curriculum. It has determined the knowledge that children should learn and the order that this should happen. However, some staff are not clear on what leaders intend children to learn. This means that, on occasion, some activities are not pitched at the right level. For example, some staff expect younger children to count beyond five. This means that some children lose interest in their learning.
• The support in place for children with special educational needs and/or disabilities (SEND) is excellent. Robust links are in place with external professionals to ensure that children get the support that they need. Gaps in learning close and children make good progress.
• The setting uses additional funding incredibly well. It looks at what children need to succeed and provides them with opportunities that they might not usually experience. For example, staff organise a trip to a farm. Children relish these visits and talk about animals that they have seen for the first time. Children in receipt of a funded place make good progress.
• Overall, staff support children's communication and language skills well. They introduce new vocabulary and listen to children with interest. However, some staff ask children questions in quick succession. This does not support children to make the best progress in their communication and language skills.
• Staff morale is high. The setting gives staff's well-being high priority. It ensures that staff have time to complete tasks, such as children's assessments. Staff receive incentives for their efforts. They reported that working at the setting is like being part of 'one big family'. Staff receive the relevant support and coaching during supervision sessions. They attend training and keep up to date with changes in early education policy.
• Children develop an early awareness of the world. For example, they talk to staff about similarities and differences between themselves and others. Staff teach children about respect and acceptance. Children enjoy learning about different cultures and festivals. They gain a good understanding of different families, such as how some families have two mums. Children develop positive attitudes towards life in modern Britain.
• Staff help children to learn how to regulate their own feelings. For example, older children take part in yoga lessons to focus on breathing techniques to promote calmness. Younger children relax in quiet areas and discuss their emotions. Children develop an excellent awareness of right and wrong. They show kindness towards others and behave exceptionally well.

What the setting must and should do next

The provider should:

• support staff to better understand what leaders intend children to learn
• provide children with more time to respond to questions to better support their communication and language skills.