Daydreams

What is it like to attend this early years setting?

Children thrive and are well cared for in this safe, nurturing setting. The warm and welcoming staff team members put children at the heart of everything they do. Leaders are ambitious for all children, including those with special educational needs and/or disabilities (SEND). Learning is carefully sequenced throughout the provision to help children achieve their full potential. Children are happy and inquisitive learners. For example, they gleefully mix dough, count dinosaurs and explore the texture of paint as it runs through their fingers.

Staff encourage a love of stories and rhyme. Staff read books to children that have ambitious and rich vocabulary. Children enjoy joining in and repeat phrases when talking about a favourite character. Babies observe closely and give big smiles to staff, as they use puppets to sing songs that are familiar to them. Children respond to staff's gentle words, which help them to settle.

Children behave well. They show kindness and respect towards each other and staff. They are supportive of their friends and have learned to take their turn when playing games in the spacious garden. Parents feel part of their children's learning journey. They are highly positive about how staff give regular updates on their children's achievements and stages of development.

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

• Leaders understand the importance of staff training and professional development. There are regular one-to-one meetings with staff, where they discuss training needs and staff well-being. Staff say that they feel supported, both professionally and personally, by leaders.
• Staff have a good understanding of the children in their care. They plan activities and experiences based on children's interests and their understanding of what children need to learn next. Staff clearly identify the learning that they expect to take place. For example, in response to children's interest in travel, staff provide a pretend travel agent's shop. As children play, staff encourage talk about holidays. They look at maps of the world and photos of different countries. Children practise using their mark-making skills as they fill out a variety of holiday booking forms.
• Staff manage the care of babies well. They implement flexible routines that mirror those from home and consistently share positive interactions with babies. For example, staff maintain eye contact and talk and sing while changing babies' nappies. The strong key-person system helps staff to build close relationships with babies and parents as soon as they are registered at the setting.
• Children are developing their knowledge of mathematics throughout the day. For example, while playing in the garden, they happily count bricks in a building area. Staff carefully consider stories to read to the children that are linked to number and positional language. This demonstrates a keen interest in number and staff's understanding of how to incorporate mathematical language in play.
• Staff are attentive, and observe and celebrate children's achievements. For example, staff sensitively encourage toddlers to try new experiences, such as exploring ways to wash and dress a doll using cloths and soapy water. Staff care deeply about the children and want the best for them. However, this occasionally means that some staff offer their support too quickly and do not consistently embrace opportunities to challenge children to extend their thinking and skills even further.
• Staff encourage children to play physically and strengthen their muscles. For example, when outdoors, children have opportunities to climb and balance as they negotiate the extensive and well-resourced garden areas. Staff talk about the importance of having a nutritious diet and why they wash their hands before eating food at lunchtime. Menus are revised after consultation with parents, for children with allergies. This contributes to children's good health and physical development.
• Children with SEND are well supported. Staff identify gaps in learning and plan early intervention. If needed, they work with parents and other professionals to create individual support plans. Leaders are experienced and knowledgeable about monitoring progress. When appropriate, for instance during times of transition, information is shared to help children settle quickly as they move on.
• Parents speak highly of the staff at the setting. They describe staff as going 'above and beyond' in the support they are given to help them care for their children. Staff foster close relationships with parents and regularly update them on their child's progress. Parents say that their voice is valued and that they are very happy with the teaching their children receive.

What the setting must and should do next

The provider should:

• support staff to know when to give children time and consistently challenge children's understanding and thinking, so that they make the best possible progress.