Colville Day Care

What is it like to attend this early years setting?

Children feel very happy, confident, comfortable and secure while at this homely setting. Staff know children very well and their interactions are of the highest quality. Before starting, staff gather detailed information from parents and carers about children's routines, interests and abilities. They use this information skilfully to provide very high-quality care and a stimulating and ambitious curriculum. Staff offer a wonderful range of planned adult-led activities. Similarly, they provide children with lots of opportunities for self-directed play. Children have freedom to select resources, which helps to build their curiosity. For example, children eagerly explore the textures of fallen leaves and pebbles mixed within sand during sensory experiences.

Staff support children's communication and language skills extremely well. For instance, during circle time, children come together to listen to stories and sing songs. They eagerly join in with familiar phrases and actions. Staff continually engage children in conversations, where they repeat words and model language. This, along with the use of visual signs and symbols, very effectively supports children's development.

Children form strong attachments with their key person and other staff. This helps them to settle in quickly. The enjoy cuddles with staff and sit close while staff read age-appropriate stories. Children feel very safe and secure. Staff are very positive role models, consistently praising children during their play. This boosts children's self-esteem effectively. Children behave very well, are highly motivated and eager to learn. This prepares them very well for their move to school.

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

• All staff have a very clear understanding of the curriculum intent and know how this translates into practice. They cleverly incorporate children's interests and ideas into their planning. They use this to skilfully deliver exiting and ambitious learning that closely reflects children's varying ages and stages of development.
• Robust policies and procedures demonstrate the setting's commitment to inclusive practice and removing any barriers to learning. Leaders work with great perseverance to ensure that children with special educational needs and/or disabilities (SEND) are supported effectively so that they are able to access the full curriculum offer. Leaders and key staff work very closely alongside parents and other professionals to achieve this aim. Children with SEND make rapid progress towards their individual learning targets as a result.
• Leaders and staff place a high priority on developing children's language skills. Staff are excellent role models for spoken English. They constantly talk to children, narrating and introducing new vocabulary and asking questions that promote thought and conversation. Children of all ages, including those who speak English as an additional language, learn new words quickly.
• Staff creatively weave opportunities to extend children's mathematical understanding into everyday play activities. Children are provided with lots of opportunities to develop their skills, such as counting, and problem-solving. Similarly, children have access to a wonderful array of arts and crafts materials. They eagerly take part in drawing and painting activities. Leaders are now working toward making sure that children are provided with even more opportunities to practise their early mark-making skills through such activities.
• Children learn about a diverse range of festivals and cultural events. This sparks children's curiosity about the wider world effectively and helps them to feel represented, respected and valued as individuals.
• From a young age, children benefit from the setting's focus on developing independence. For example, toddlers confidently explore their surroundings and learn to feed themselves during mealtimes. Daily routines are well established. Children have a very clear understanding of what happens at transitions times and know what is expected of them and when. This helps children to grow in confidence and manage themselves with increasing skill.
• Leaders and staff understand the value of working in close partnership with parents. Parents are continually welcomed into the setting. Events such as regular coffee mornings, foster a strong community, space for connection and mutual support. Communication with parents is extremely effective. Parents speak very highly of the setting. They praise both leaders and staff for the exemplary quality of care and education their children receive. Relationships among children, parents and staff reflect a positive and respectful culture.
• Leaders place a strong focus on developing the skills of all staff to the highest standard. Their success reflects in the outstanding quality of education provided. Staff have a superb understanding of how young children learn. Leaders prioritise the well-being of their staff. In turn, staff feel very well supported and highly valued by a dedicated management team.