City Road Community Childcare

What is it like to attend this early years setting?

Children arrive at this caring and supportive setting, happy and eager to learn. They are greeted at the door by staff who know them well. Children separate from their carers with ease. Those that need a little reassurance are supported effectively. As a result, children are confident and content.

Staff listen to what children are saying and encourage them to express their views and thoughts. They welcome children's ideas for activities, value these and facilitate them. For example, staff support children's interest in dinosaurs. They provide opportunities for children to explore this interest in a range of ways.

Leaders and staff have high expectations and the same ambition for all children. Funding is spent thoughtfully. Children benefit from a curriculum that meets their needs. For example, children with special educational needs and/or disabilities explore the 'Sensory Den'. Intervention is put in place to support children's language and physical development. For example, 'Phonics Bear' and 'Kick' provide weekly sessions which the children thoroughly enjoy.

Children approach their peers and staff readily and with affection. Staff swiftly recognise and meet children's needs, such as when they are tired or need a little reassurance. Children's behaviour throughout the nursery is good. They listen when appropriate. For example, at the 'Phonics Bear' session, children concentrate well and participate in the activity.

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

• Children are keen, motivated learners. They play happily and independently. They show good levels of cooperation when playing with their peers. Staff ensure children are excited by their learning. As a result, children make good progress.
• The setting is well resourced and children explore the environment confidently. There is a small range of resources reflecting the diversity of life in modern Britain. However, these are not enough to ensure all children develop a positive attitude to their individuality. As a result, not all children are able to represent themselves during play.
• Children develop their independence and like to take responsibility for small tasks. For example, they put on their coats and shoes, and they are keen to help clean the tables after mealtimes. However, staff do not always encourage younger children to extend their independence skills. For instance, they complete tasks that children are capable of trying to do for themselves.
• Leaders and staff give the development of children's language skills high priority. Staff use every opportunity to model speaking and introduce new vocabulary.
• The routine use of Makaton supports all children with language and communication skills.
• Children are becoming well prepared for starting school. They are developing good social skills and, as they get older, form friendships with their peers. Babies play comfortably beside each other and have close bonds with the staff who care for them.
• Children are beginning to manage their own feelings and behaviour. Staff sensitively support them to understand how these impact on others. However, staff do not always take appropriate action to support those children who struggle to regulate their emotions. This does not support those children's well-being.
• Partnerships with parents are strong. Parents comment positively on the care and attention that their children receive. Staff ensure that parents are kept well informed about their children's learning. They speak with parents at arrival and collection times, and share a wealth of photos and information via a dedicated app.
• Leaders have a good understanding of the setting's strengths and areas of development. Staff are well supported and attend training for their continued professional development. They speak highly of the manager and the support she offers to them.
• Children have lots of opportunities to develop their problem-solving skills. Staff support children's mathematical development well. For example, older children count and talk about the different shapes and sizes as they pretend to make cupcakes. Staff working with younger children continuously model mathematical language. They count as children build towers, talking about size as children explore objects. Children enjoy singing number songs and rhymes.

What the setting must and should do next

The provider should:

• extend opportunities for children to reflect on their differences and to understand what makes them unique, helping them to develop a positive attitude to their individuality
• strengthen staff's knowledge of appropriate action to take when supporting children who are struggling to regulate their behaviour
• offer younger children further opportunities to develop their independence by consistently allowing them to carry out more tasks for themselves.