Cocospreschool

What is it like to attend this early years setting?

Staff have realistic expectations for children based on their age and individual abilities. Children are happy and settled. They are keen to interact in the activities staff plan for them. Children demonstrate good levels of engagement and concentration and behave well. They develop friendships with others, helping them with tasks without prompting. Staff speak respectfully to children, which helps children to recognise how to build positive interactions with those around them.

The curriculum on offer is clearly sequenced to build on children's skills so that they are fully prepared for the next stage in their learning. Staff monitor children closely and progress them to a more advanced group when they recognise that they are ready to move on. Younger children learn about sounds in the environment around them. This helps them to develop their understanding of letters, and the sounds they make, when they are older.

Children with special educational needs and/or disabilities receive strong support and make good progress. Staff carefully consider the impact of any adaptations to the learning environment before they make changes. They provide children with comfort and reassurance, recognising how their needs change throughout the day, adapting their routine accordingly.

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

• Staff plan carefully for the wide range of children who attend the nursery. Children work with others of a similar age and ability to them and this helps staff to plan meaningful learning opportunities. When children are ready to progress to the next group, staff hold discussions with one another and parents. Children are introduced gradually to the new group and staff provide encouragement. This helps children to easily transition to the next stage of their learning at the nursery.
• Children quickly become used to the routine. Staff sit with children and monitor them closely, discussing what children are eating during mealtimes. On the rare occasion that children struggle to settle following their tailored settling-in process, staff help them to find an activity of interest and praise them as they focus on what they are doing. This promotes a calm and friendly environment for children to learn in.
• Overall, staff support children's learning effectively. They hold purposeful discussions with the children to build on what they already know. Conversations between staff and children flow naturally during activities and staff respond to the spontaneous things they observe children doing. However, occasionally, staff do not provide children with enough challenge or extend their learning further during their interactions.
• Roles and responsibilities are shared across the staff team. The manager provides staff with opportunities to use their skills and interests to plan specific events. For instance, staff plan different themed days towards the end of the year for all children to enjoy. This helps staff to manage their workload effectively and not feel overwhelmed in their roles. Staff work well together as a team and speak about how they feel supported and valued.
• The manager has good oversight and clearly knows her community well. She recognises the importance of staff completing relevant training and encourages them to develop their knowledge and understanding of how young children learn. Parents receive support and ideas for how to help their children progress their learning when they are away from the setting. The manager supports parents to complete forms and paperwork so that all children have access to what they are entitled to.
• The manager and her staff team reflect on feedback from other professionals who visit. They take on board ideas and liaise with staff at local schools. They understand what children need to be able to do before they move on to school. These strong professional relationships help staff to provide purposeful and focused learning experiences to the children who attend, ensuring that they are fully prepared for the next stage in their education.

What the setting must and should do next

The provider should:

• guide staff to challenge and extend the most able children in their learning to help them make even more rapid progress.