Community Playcentre @ Walberton

What is it like to attend this early years setting?

The leadership team is committed to providing children with good-quality education and care. Overall, staff are skilled at providing a high level of teaching to all children, including those with special educational needs and/or disabilities (SEND). Children arrive keen to explore the environment. They demonstrate that they are eager learners as they become curious about the activities that staff have provided for them. For example, children gather materials to make a 'dirt pie' with their friends. They follow the instructions on a recipe card and count out the 'ingredients' with their friends. They say, 'We have 11. That's a lot, isn't it?'. Staff play alongside the children and provide a narrative during play. Children listen intently and recall information they have previously learned. They say, 'A crab is a bit like a spider because it has a lot of legs. Crabs live in the sea, but spiders don't.'

Children and babies have formed strong bonds with their key person. They demonstrate that they feel safe in the warm and friendly environment. Babies hold out their arms to familiar adults and squeal with excitement when tickled. Children understand the behavioural boundaries and follow the necessary routines. Staff have high expectations of children's behaviour and are excellent role models. Children are polite, kind, and friendly. They approach the inspector and invite her to join a 'picnic'. Children approach this visitor with confidence and are keen to share their views.

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

• Children enjoy time outdoors and learn to take managed risks safely. For example, they develop their physical skills and skilfully negotiate space as they ride on bicycles. Children enjoy water play. They use jugs to pour water into containers. 'Watch this explode with bubbles when I squeeze it! Whoosh, it's a volcano!', they exclaim with delight. Babies enjoy the fresh air. Staff provide sensory experiences, such as rice and sand play, which the babies explore with spoons and scoops. They encourage babies to build on their emerging vocabulary by singing and repeating words as they play.
• Staff work hard to build strong partnerships with parents. Parents speak very positively about all aspects of learning and care that their children receive. They state that the nursery is a welcoming environment and that their children's individual needs are met. Staff keep parents well informed about their child's learning. Parents and other family members comment on the progress their children make, particularly in their confidence, independence and communication. They say that their children are ready to move on to school and that transitions are excellent.
• Leaders are ambitious. They have high expectations for all children and are passionate about their roles. Leaders fully support staff to enable them to pursue their own professional development to continue to raise the standard of teaching. However, there are times when staff do not fully understand the intent for planned activities and, as a result, learning can sometimes be more incidental than purposeful. Despite this, all children, including those with SEND, make good progress from their starting points.
• Children demonstrate a love of learning. They regularly seek out books to either read alone or to read with staff. Staff provide group activities to challenge children. For example, children sort out numbers into their correct sequence. They identify numbers of significance, with one saying, for example, 'I am four, and that's the same as me. It's a four.' Staff use these group time sessions to encourage children's contributions to discussion. However, staff do not always notice or provide interactions for children with less speech or those who play alone. Consequently, some less confident children do not benefit from the same learning experiences as others.
• Staff provide children with plenty of opportunities to develop their independence skills. For example, babies feed themselves with spoons and attempt to put on their own bibs. Older children use cutlery and put their belongings away. They have very good self-care skills. Children wash their hands before eating and after using the toilet without being prompted to do so. Staff encourage children to dress themselves and put away toys when they have finished playing with them. As a result, children's independence skills are fully supported in preparation for their eventual transition to the next stage within the nursery or school.

What the setting must and should do next

The provider should:

• support staff to focus on the precise skills they want each child to gain during planned activities so that children consistently benefit from the intended learning
• target support more precisely to consistently support children's speech and language development, with particular regards to those children who are less confident to engage during group activities.