Copmanthorpe Childcare Centre Ltd

What is it like to attend this early years setting?

Children arrive happily and separate from their parents with ease. Older children smile proudly as they find their name cards to register that they are here. Staff greet the children warmly. Babies snuggle with their familiar staff member as they are handed over by their parents. Children benefit from warm trusting relationships at all levels.

Staff place a clear focus on children's personal, social and emotional well-being and development. Children become confident, independent learners. They show curiosity as they choose where to play. Older children listen attentively to staff and concentrate well in small groups. Babies have great fun exploring their environment. They flap their hands excitedly when they have managed to pull themselves up to see what is on the tray. All children, especially children with special educational needs and/or disabilities (SEND), are included effectively in all learning opportunities.

Staff have worked hard to provide a high level of continuity and stability for children and their families. This relates to the support offered during the COVID-19 pandemic and the nursery's emergency relocation to another building. Parents comment that the stable staff team, and the continuity it has provided, is a strength at the setting.

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

• The manager and her deputy lead a long-standing, stable staff team. Staff have a positive approach to their training and development. Leaders are enthusiastic in relation to evaluating and improving how they work. They welcome advice and guidance from the local authority and other agencies.
• Staff and children are becoming used to their new building. There are often prolonged periods of calm purposeful play and learning. At these times, the quality of teaching is very good. However, some children become a little unsettled when the volume occasionally builds. There are also times when certain areas of the large room become a little overcrowded, for example when lots of children want to play with the train set, yet other areas of the room are underused. This makes teaching at these times difficult.
• Staff work closely with parents on their children's care and learning. Detailed communication about children's needs means that they get the support they need. Parents are overwhelmingly positive about the staff's dedicated support for their children. However, advice for parents on how they could support their children's learning at home is not always as precise as it could be.
• Children's confidence and independence are second to none. Children are proud of the warm praise they receive when it is their turn to lay the table for lunch.
• They capably clear their plates after lunch and check in the mirror to wipe their faces. Older children help to tidy up. They use the toilet independently and wash their hands afterwards. Babies spontaneously join in when they hear a familiar rhyme.
• Children develop good language skills. Staff encourage children to join in with group conversations. Children confidently interact with staff, each other and visitors. Staff use stories, songs and rhymes to introduce children to a rich vocabulary. Babies snuggle happily with staff to share a story or to talk about the pictures.
• Staff sensitively support children's very good behaviour. Children play very well together. They readily share and take turns in their play. Older children enjoy turn-taking games and learn to follow the rules. For example, they learn to wait patiently to hear their name before revealing who is hiding under a scarf.
• Staff introduce mathematical language at every opportunity. This helps children to make good progress. Children talk about size and shape as they draw around their favourite toy. Younger children are helped to count their bricks. More-able children capably complete their 40-piece jigsaw.
• Children enjoy the home-cooked, healthy meals. The cook checks that children's preferences and dietary needs are met. She includes ample portions of vegetables in all meals. Staff help babies to use their spoons. Older children learn to use their knives and forks correctly. Children develop very pleasant table manners and enjoy chatting to their friends and staff over lunch.

What the setting must and should do next

The provider should:

• be even more precise about how parents can support their children's development at home, in relation to their individual learning needs
• continue to review premises, resources and routines to identify how and when the emotional environment could be improved further so that teaching can be even more effective.