CHILD FIRST WELBECK

What is it like to attend this early years setting?

Children enjoy learning about nature from knowledgeable staff. They say excitedly, 'gardening, yay!' as staff explain that they will be planting strawberries. Staff introduce the names of the parts of plants, such as describing and naming the roots. They encourage children to use equipment on their own, while helping children understand how to do this safely. Children use scissors skilfully to cut parts off plants. They follow instructions to take their time from staff, who supervise them closely to ensure they remain safe. Children develop a good understanding of the world. They correctly answer questions and demonstrate their knowledge as they explain plants need sunshine and water to grow.

Children build strong relationships with staff and their peers. Younger children are given prompt reassurance when they are unsure about visitors. They receive cuddles from familiar staff, who sing their favourite songs, helping them settle quickly back into their play. Older children are confident to speak to staff and new people. They ask why the visitors are there and then happily explain to them that they are playing with their friends. Children in the pre-school room show care for others. They pass the serving spoon on to other children once they have finished using it.

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

• Leaders demonstrate clear thinking with regard to the knowledge and skills they want children to learn. They consider children's interests and how they can expand on their experiences. Leaders use staff observations to identify areas of learning children most need support. Staff generally support children's progress across the different areas of learning. However, not all staff have a clear enough focus on what each child needs to learn next, to help them progress even further.
• Staff support children's communication and language development well. They use toy animals and hand signs to help babies learn single words such as 'cow'. Staff provide commentary as children scoop up soil. They sing songs with repetitive words and actions. Two-year-old children love singing along and copying the actions. Staff introduce more complex words such as 'appointment'. They repeat the correct pronunciation when children try to say new words.
• Children are learning to play alongside others nicely. Staff are good role models, as they demonstrate using good manners when thanking children for their help. They remind two-year-old children that they need to take turns with the musical instruments. Children listen to staff instructions well; they show their understanding as they wait two minutes for their turn with a train.
• Staff encourage children to be independent. One-year-old children learn to drink out of a cup on their own. They receive lots of praise and encouragement, despite spilling some as they try. Two-year-old children wash and dry their hands following clear instructions from staff. They put the paper towel in the bin when they have finished. Pre-school children fill up watering cans, using taps outside, to water plants.
• Parents say the nursery is brilliant. They like the outdoor experiences children receive, such as meeting lambs and growing vegetables in the allotment. Parents appreciate daily updates about their child's day. They feel staff really help children settle when they start attending. Parents share that their children have made good progress since being at the nursery. However, staff do not always provide clear information to parents about how to support children's learning at home.
• Staff help children learn about people in society who help us and how some support our good health. They play doctors with children, asking them how they think they can help a poorly doll. Children understand that medicine might help. Staff extend children's knowledge by explaining that medicine helps lower their temperature if this is too high.
• Leaders support children that may need further help with their development effectively. They seek advice and support from other professionals promptly. Leaders develop a plan alongside professionals and parents, and review children's progress regularly.

What the setting must and should do next

The provider should:

• improve staff planning of learning so there is more focus on what individual children know and need to learn next
• improve clarity of ideas shared with parents to support children's learning at home.