Chatterbox Children's Academy

What is it like to attend this early years setting?

Children arrive at this welcoming and nurturing setting with enthusiasm. They are warmly greeted by familiar, caring staff, who know them well. This strong sense of belonging helps children settle quickly and feel emotionally secure. Babies snuggle into familiar adults and confidently explore sensory-rich environments. Toddlers and pre-school children are eager to join activities and play with their friends. As a result, they make positive strides in their development and are well prepared for the next stage of their education.

Staff have high expectations of children's behaviour. Children are kind and play cooperatively with their friends. For example, during outdoor play, children take turns riding bikes and share tools in the mud kitchen. Staff model respectful behaviour and use gentle reminders to help children look after toys. As a result, children show high levels of engagement, take pride in their learning, and develop confidence in their physical and social skills.

Staff plan activities that build on what children already know and can do. They consistently model new words and encourage children's communication. Routines are designed to promote children's independence. For example, children confidently put on their coat, serve their own snack, and help to tidy up. This helps children make good progress across all areas of their learning and development.

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

• The setting offers clearly planned educational programmes that are delivered in order. Staff focus on supporting children's communication and language, personal, social and emotional development, and preparing children for their next stage of education, such as school. Staff use their understanding of child development to structure children's learning across the age groups.
• Staff build warm and trusting relationships with children, particularly in the baby and toddler rooms. This creates a secure base from which children feel confident to explore their environment. For example, babies show clear affection for familiar adults and seek comfort and reassurance, when needed. As a result, children display high levels of emotional well-being and begin to develop resilience and independence.
• Leaders are knowledgeable, passionate and committed to providing high-quality care and education. They have a clear understanding of how children learn and use regular observations to identify strengths and areas for development in staff's practice. Staff receive ongoing supervision and support, which focuses on their professional development and well-being. This has created a positive team culture in which the quality of care and education continually improves.
• Although teaching is strong overall, staff sometimes do not notice when some children need more individual support to direct their learning. For example, some quieter or most-able children, occasionally lack structure in their play. As a result, their learning is not always extended.
• Partnership with parents and external agencies is strong. Staff use various communication methods such as newsletters and messaging platforms to involve families in their child's learning. Staff work with parents and professionals to provide targeted support for children who need this. Funding is used well to meet individual children's needs. This means that children with special educational needs and/or disabilities are well supported. The setting's highly inclusive approach ensures all children make good progress from their starting points.
• Children benefit from outdoor play that promotes their physical development. Staff provide a wide range of activities, such as using spray bottles, scoops and digging tools. These support the development of both small and large muscles. As a result, children build strength, coordination and confidence in their physical abilities.
• New staff complete relevant training during their induction and are gradually introduced to children and families before being allocated key children. This ensures that staff are confident and well prepared before taking on key responsibilities.
• Staff encourage communication and language across all age groups. They model new vocabulary during play, such as 'deep' and 'shallow' in outdoor soil activities, and use words like 'tickle' and 'shake' with babies during sensory play. In the toddler room, staff ask open-ended questions and give children time to respond. As a result, children are confident communicators, who enjoy sharing their ideas and engaging in meaningful conversations.

What the setting must and should do next

The provider should:

• develop further the good quality of teaching to ensure all children consistently receive individualised support and challenge.