Dilly's Daycare

What is it like to attend this early years setting?

Children come into the setting happily and are greeted by friendly staff. They eagerly join in with the broad selection of activities on offer. Staff think carefully about how they can build on what children already know. They make sure new skills are fully embedded before moving on. For instance, children remember all the ingredients needed to make play dough and know when one is missing as they have made this before. Children relish adults' attention. Staff pretend to be a crocodile and chase the children who squeal with delight. Staff skilfully notice when children start to lose interest and move on. This helps them to fully support children's enjoyment and concentration.

Children enjoy regular time playing and learning outside. They explore the local park and learn to manage risks when running up and down the hills. Children have the opportunity to watch and identify the wildlife. They learn about their habitats. Children quietly watch in wonder as squirrels feed and run up trees.

Children behave very well. They display kindness to each other and think of their feelings. For example, older children share their play dough with their friends and hold younger children's hands as they walk. Children are continually praised for their efforts and achievements, helping to raise their self-esteem and confidence. They show increasing independence as they have adapted to changes in the setting during the COVID-19 (coronavirus) pandemic, including leaving their parents at the door and going into the setting with their key person.

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

• Staff give high priority to the safety and emotional well-being of the children. Children make links with their own experiences when one of the setting's guinea pigs dies. Staff sensitively tell the children, supporting their understanding of bereavement through gentle conversation and books. Children's physical health is well promoted. Staff provide opportunities for children to take and manage risks as they learn to balance on steppingstones and run around.
• Staff support children's speech and communication skills and know what to do should they have concerns. They give a running commentary to the children as they play to support language development. During activities, staff continually talk to children, adding in new words, such as 'antenna', and asking them questions. However, sometimes, there is little time between questions for children to think and respond.
• Children are given notice of how much longer they have until they move to the next activity. This supports children's learning and enjoyment and allows them to finish their play, as well as the knowledge of what is coming next.
• Parents highly praise the 'kind and supportive' staff team. They talk about the variety of activities and experiences their children enjoy at the setting. Parents report feeling well informed about their children's progress and particularly enjoy seeing pictures shared through secure social media. Parents appreciate that the children celebrate special occasions and festivals. Children enjoy bringing their work home to share with them, such as Diwali tea lights. Children also talk about which friends' birthdays are coming up next.
• Staff gather information from parents regarding their children's starting points. They know where the children are in their learning and set clear targets for what they want them to learn next. Staff identify children eligible for additional funding and set priorities that are based around the child's interests and individual learning needs. Children make good progress. Staff have high expectations of all children and understand how to help them progress.
• Staff benefit from an effective programme of supervision. The manager observes her staff and gives feedback on their performance. This helps them to continue to develop their knowledge and skills. The manager coaches less experienced staff to help improve the quality of their practice. Staff's well-being is given high priority by the manager. Staff report feeling well supported.
• Children are motivated learners who join in enthusiastically and have confidence to have a go. For example, staff call out loudly under a bridge when walking to the park and encourage the children join in. Children beam with delight as they hear the echo of their voices and comment that they sound funny. Staff take the opportunity to introduce the word 'echo' and what it means.

What the setting must and should do next

The provider should:

• support staff to give children the time they need to think and respond to questions.