Cheeky Monkeys

What is it like to attend this early years setting?

Children are happy and feel safe. They separate from their parents with ease, settle quickly and confidently explore their learning environment. They demonstrate good behaviour and understand the expectations staff have of them. They mirror staff's positive interactions and communicate respectfully with their peers.

Children maintain attention for long periods. For example, during the snail feeding activity, children work well together, taking turns, sharing and answering questions posed to them by staff.

Staff provide opportunities for children to develop and build well on their vocabulary. Children listen attentively to stories and answer questions staff ask. They have plenty of opportunities to explore books that they enjoy. Children use different construction resources and explore different shapes and space. In the mud kitchen, children use different utensils and pouring equipment to pour water into different containers, using language related to capacity, such as full, half full and empty.

Managers and staff work well together. They have high expectations of all children's behaviour and learning, including children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language.

Staff plan activities to support and develop children's understanding of different cultures, beliefs and celebrations. This helps children learn to value their own individual identity and respect the similarities and differences of others.

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

• Staff have created a culture of teaching children about giving back to the society. They plan opportunities for children and parents to participate in charity events and raise funds and food for those in need. They are currently collecting different items for the harvest donation. This supports children to develop empathy and compassion towards others.
• Staff support children to develop positive attitudes to learning. They model good behaviour and conduct and remind children to be gentle and kind. Staff provide opportunities for children to learn a range of strategies to manage different emotions. This helps with their self-regulation and to manage their feelings and behaviour well.
• Leaders support staff to develop their practice by offering opportunities to attend different training sessions. For example, managers provide training on what they want children to learn, know, understand and secure across all areas of the curriculum in the different rooms. The coaching and mentoring sessions that leaders provide supports staff to better understand how to plan a curriculum that drives forward improvement and supports their key children achieve positive outcomes.
• Leaders and staff possess good knowledge of the different areas of children's learning. They know their key children well and they confidently assess the children to determine what they need to learn next. This helps them plan suitable activities to ensure children have opportunities to practise and embed new skills and learn new knowledge. Staff also share strategies with parents to support children make good progress and secure their learning across the different areas of learning well. However, at times staff do not take all opportunities for children to take risks and be challenged across different areas of the curriculum.
• Leaders and staff have established strong bonds with parents. Parents feel well supported and informed about their child's learning and development.
• Children benefit from accessing a range of planned activities and adult interactions which encourage them to apply different mathematical concepts, such as completing puzzles, counting objects, matching the number of objects to different numbers, counting the steps outside and playing shape sorting games.
• Staff teach children the importance of brushing teeth and encourage discussions about the importance of maintaining good oral hygiene. For example, children confidently share the significance of brushing teeth regularly, such as 'I brush my teeth because it is good for me.' Children are also encouraged to discuss the different foods and drinks which are healthy for them and the importance of staying active to maintain a healthy lifestyle.
• The provision for children with SEND is well supported by the passionate special educational needs coordinator (SENCo), who works in partnership with parents, staff and external professionals. Adequate training and support is provided to staff to effectively support children with SEND to meet their targets, which are also shared with parents.

What the setting must and should do next

The provider should:

• maximise opportunities for children to take appropriate risks and challenges to enhance their resilience and independence further.