Clever Clogs Childcare Ltd

What is it like to attend this early years setting?

Children enter this calm and safe setting happily. They are eager and ready to start their day. Children excitedly talk about which of their friends may be in and what activities they will do. They show high levels of confidence as they negotiate the play experiences on offer. Staff offer children continuous praise and encouragement. This helps children to develop resilience and positive self-esteem. Children continue to try, even when tasks become difficult.

Babies and young children settle quickly, forming secure attachments with their key person. Staff are attentive and sensitive to children's individual needs. Babies and young children venture off to explore with interest, knowing that key staff are nearby for reassurance, if needed.

Children's behaviour is good. Staff have worked hard since the last inspection to ensure that children understand their boundaries and expectations. This is evident in the cooperative way that children play together. Children share resources and take turns. They begin to negotiate conflict independently. Children with special educational needs and/or disabilities are well supported within the setting. Staff put early referrals and interventions in place so that children can access the curriculum to their full potential.

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

• Staff at the setting know children well. They understand clearly what children know and can do, and what they need to learn next. Staff's observations and assessments are effective. Children are well prepared for the next stage of their learning.
• The curriculum in place considers children's interests effectively. Children show high levels of engagement. For example, staff have transformed a role-play area into an airport to capture children's imaginations and allow them to share their experiences. When children's play extends into different areas of the room, staff expertly follow their lead.
• Overall, children's early language and communication is well supported. Staff model language well. There are opportunities for children to share stories, rhymes and songs with others. Staff use repetition to enforce new vocabulary and challenge older children with the introduction of more formal words, such as 'disembark'. Occasionally, however, staff do not use all opportunities to engage in meaningful conversations with children.
• Children who learn best outdoors benefit from all areas of the curriculum being available within the expansive outside space. Children mark make on the floor with paints and chalk. They develop their mathematical knowledge of shape and space through activities, such as designing treasure maps. Children learn about the natural world around them. They plant herbs, flowers, fruit and vegetables, and make bird feeders.
• Staff embed diversity and inclusion within the setting. They find out about children's cultures from parents, such as by sending them questionnaires. This helps staff to recognise and celebrate all families' and children's beliefs. Children learn to be tolerant and respectful of each other.
• Children develop healthy lifestyles. Staff provide children with nutritious and balanced meals. Children learn about the effects of healthy eating and exercise on their bodies. Staff teach children about the importance of good oral health. However, all staff do not promote good hygiene habits consistently with children. For example, not all children are asked to wash their hands before helping to prepare their snack.
• Children are mostly encouraged to be independent in all aspects of their learning. Children take turns to be helpers for the day, and set the table for lunch and tea. Children help to peel apples at snack time. Children show that they are capable of self-care tasks. However, all staff do not consistently encourage children's independence. For instance, staff wipe older children's noses for them, instead of teaching those children who are able to do this themselves.
• Partnership with parents is effective. Parents describe the setting as 'nurturing' and staff as 'positive role models'. Parents are happy with the communication that they receive from staff. They understand the progress that their children have made since starting the setting.
• Managers are reflective. They send regular questionnaires to parents to seek their feedback, which is used to continuously develop the setting. Staff report that they feel valued and supported. They are encouraged and supported to study for further qualifications that will enhance their practice.

What the setting must and should do next

The provider should:

• ensure that staff understand how to use effective questions and listen effectively to what children are trying to tell them so that conversations are meaningful
• develop consistency at promoting children's good hygiene habits and independence in all self-care tasks.