Clarence House Barns Ely

What is it like to attend this early years setting?

Children are well settled, relaxed and happy. They build strong bonds with staff and show that they feel safe and secure. Children are gaining increasing levels of self-control. They listen to staff's calm explanations about behavioural expectations. Children learn to take turns and share. They show respect towards each other, staff and the environment.

Babies have good space and opportunities to explore and develop good physical skills. They proudly show the marks they make when exploring paint. Toddlers benefit from staff's very calm spoken tones that help to create a positive and calm learning environment. They thoroughly enjoy their explorations of sand and water or choosing books that staff read to them with enthusiasm. Older children have fantastic opportunities to make predictions and speculate as they play, such as when they build volcanoes. They fill bottles with baking powder and share their thoughts about what will happen when they add vinegar to the bottle. Children say it might 'fizz' or that there will be 'bubbles'. They learn that the bottle represents the magma chamber in a volcano. They watch, with awe and wonder, the reaction of the mixed substances that bubble rapidly, overflowing the bottle to replicate lava. Children remember the song staff have created to help them remember the scientific terms of a volcanic eruption.

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

• The manager provides staff with a clear curriculum that helps children build their knowledge and skills over time. The manager ensures that additional funding some children receive is used carefully to support any emerging gaps in their learning or to broaden their experiences.
• Staff know children well. They know what each child needs to learn next. Staff follow children's lead in play and emerging interests to engage children in learning. For example, children learn about numbers and quantity as they start to write recipes when they role play baking cakes.
• Children frequently choose to share books with staff. They enjoy listening to stories in small groups and individually. Staff understand the importance of helping children to build a love of reading. They ensure children have ready access to a good range of books that support their interests. Children remember words and phrases from their favourite books. For example, children know the details of the food the 'Very Hungry Caterpillar' ate.
• Staff act as good role models for children to help build and develop their speaking skills and a broad vocabulary. They sing songs throughout the day with children, who are often heard singing songs spontaneously as they play. Staff know that the repeated words and phrases in songs help children to build good communication and language skills. They talk to children as they play and introduce new words to support their understanding. For example, when children use cooking utensils, such as spatulas in play, staff suggest they 'sweep' up the small sticks. Staff name the colours of the butterfly and encourage younger children to match the coloured pom-poms to the picture. Children are engaged in purposeful play and show they are developing good levels of attention.
• Staff working with children with special educational needs and/or disabilities know the children and their families well. They forge strong links with other professionals to help children receive appropriate support to help them make good progress.
• Staff state that they feel well supported to fulfil their roles and that their workloads are manageable. They receive training and coaching to support their continued development and professional qualifications. The experienced and motivated manager values her staff and ensures their efforts and achievements are recognised. This helps to create a harmonious and family environment in which children feel valued.
• Parents are positive about the nursery and the staff. They state they feel well informed about their child's day and the progress they make in their learning and development. However, not all parents know what they can do to support their child's learning at home.
• Sometimes, staff working with small groups of children allow more confident children to dominate their attention. Quieter children have fewer opportunities to answer questions and share their thoughts and ideas.

What the setting must and should do next

The provider should:

• enhance partnerships with parents further to help all parents understand how to support their child's individual learning at home
• provide all children with equal opportunities to share their thoughts and ideas.