Craghead Childcare Centre

What is it like to attend this early years setting?

The managers and staff have worked successfully to address the actions set at the last inspection. The curriculum is ambitious in supporting all children, including those with special education needs and/or disabilities (SEND), to make good progress. The curriculum has been sequenced to ensure that younger children build on their self-confidence and develop in key areas of learning, such as communication and social skills. Older children are supported to prepare for school, with a focus on teaching skills in independence.

Staff show high levels of respect towards the children and families and this has resulted in very secure and trusting relationships. Children show they feel happy and safe here. For example, when children need emotional support, they run to their favourite members of staff to receive comfort and cuddles. Staff respond warmly. They understand the children's needs and they know the best way to calm and soothe them.

Staff have high expectations of behaviour and are quick to provide gentle support to help children resolve conflict. Staff promote positive behaviours in children by providing lots of praise when children make good choices in their behaviour. This is illustrated when children wait patiently for a friend to finish their turn at crossing the play bridge before having their own turn.

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

• The managers and staff have a clear understanding of how to sequence children's learning and skills across different areas of learning. For instance, to help children develop fine motor skills, they are provided with opportunities to thread beads, squeeze sponges in water play and explore play dough. This helps children progress towards holding a pencil and make marks with control and confidence.
• The managers and staff have thought carefully about their curriculum and how to best support children's development. They have changed the layout and structure of their rooms since the last inspection. This has had a positive impact on the development of two-year-olds who now have more space to practise their physical skills. They also benefit from observing the positive behaviours and play of the older children.
• Staff are responsive to children's interests and engage in their play. For example, when children make a circuit out of wooden blocks to balance on, staff hold their hands to help them balance. However, staff do not consistently make best use of opportunities during child led play to deepen children's learning.
• A range of quality picture books and nursery rhymes are used by staff to support children to build vocabulary and language skills. Children benefit from the repetition of core stories and songs. This helps them to become very familiar with key language and practise their own vocabulary.
• Staff take part in weekly reflection meetings where they share their knowledge of the interests, progress and needs of children. Staff evaluate what has gone well and discuss how to support the next steps in children's learning. For instance, observations regarding children's interest in pizza lead to a pizza making activity with a focus on following instructions and mathematical skills.
• Care routines are well embedded into daily practice. Toddlers are carefully supervised as they climb onto a stool to proudly wash their hands independently before mealtimes. Older children display excellent table manners and behaviour when they sit down to eat their lunch. They enjoy this time and cheerfully chat to their friends about their interests and family lives.
• Managers and staff create a very inclusive and respectful ethos. All children, including those with SEND, have equal opportunities to fully experience all activities within the nursery. Children with SEND also benefit from targeted support, including advice from external agencies. This helps them make progress in key areas of learning, such as their social and physical skills.
• Relationships with families are a strength of the nursery. Parents praise the daily handover information which gives them confidence that their children are happy and well settled. Parents state that the support their children receive from staff has had a positive impact on children's progress, particularly in their speech and language development.
• Managers use pupil premium funding strategically. For instance, based on their assessments of children's levels of development, they have identified a need to develop physical and social skills. As a result, an external provider is coming into the nursery to provide dance and movement sessions.
• Staff state that the training they receive has given them greater understanding and focus on the curriculum which they are delivering. This has led to improvements in children's experiences in the nursery. They say they are well supported by managers.

What the setting must and should do next

The provider should:

• plan more effectively to ensure children benefit from high quality interactions and support.