Crag Bank Under Fives

What is it like to attend this early years setting?

Children eagerly skip into this setting and smile with joy as they meet their friends. They are greeted by warm and friendly staff. Children have formed strong attachments with staff and readily go to them for help or a reassuring hug. Staff have built an ambitious curriculum, which supports children to explore new things. For example, every day children count how many children are marked in the register and how many children are sitting in the circle. This helps children to revisit their learning and build their mathematical understanding. Children take part in age-appropriate activities, which support their development. For example, younger children learn a 'word of the week' while older children explore a 'book of the week'. All children make good progress in their learning and development.

Staff consistently consider children's emotional well-being. They offer lots of praise and help children to identify their own achievements. For example, two-year-olds proudly shout out to everyone that they have used the bathroom independently. Staff help children to understand about boundaries and positive behaviour. For example, they ask children to consider how someone feels if you do not share toys. Children demonstrate good listening and attention skills. For example, they listen carefully to instructions as they help to tidy up and put their coats on for outdoor play.

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

• Staff have developed a strong curriculum with a clear intent. They continually observe children and plan activities children show curiosity in. This helps children to be engaged in learning. For example, children relish using hammers to knock small plastic animals hidden inside a block of ice. This helps children to explore and experience a sense of awe and wonder.
• Overall, children's communication and language is promoted well. Staff provide a running commentary for children and give them opportunities to sing and listen to stories. However, at times staff ask children questions which do not support them to think for themselves and they do not give children enough time to answer questions. This limits children's ability to think about the question and use their own language skills to form an answer.
• Partnerships with parents are a key strength of the setting. The setting is very much a part of the community with multiple generations of children now bringing their own children to attend. Parents help with donations and fundraising. Staff share meaningful information about children and give ideas to support home learning. This helps to provide a consistency of care for children.
• Partnerships with other professionals are strong. For example, staff are quick to refer children to other agencies if they need further support, such as the speech and language therapist. As children prepare to start school, teachers are invited into the setting to observe children and talk with staff about their developmental needs. This helps children to settle more readily as they move to school.
• Healthy lifestyles are promoted well. Children enjoy healthy snacks and explore the importance of good oral health. Staff promote children's independence and physical skills. For example, children enjoy music and movement sessions and use a variety of tools to scoop and pour sand. Children are developing confidence in their own abilities and their physical skills.
• Staff carefully consider the opportunities they can plan for children, so that they learn about the wider world. For example, an optician is invited into the setting as children start to wear glasses. Children go on outings in the local community and raise money for charity. These experiences help children to understand and navigate things that are new to them.
• The experienced managers of the setting are strong leaders. The staff team work closely together and share the same vision for children. Staff state that they feel supported and value the opportunities to attend meetings and training to support their professional development. The staff regularly evaluate their practice and consider how they can best meet the needs of children in their care.

What the setting must and should do next

The provider should:

• enhance opportunities for children to build their thinking skills and answer questions, in order to further develop their communication and language skills.