Dimples Seaton Carew

What is it like to attend this early years setting?

Children engage well in a broad range of experiences. The curriculum supports their interests and encourages them to develop new ones, across all areas of their learning. Staff take time to support children's independence through routines and their play. For example, children help to tidy away toys and pre-school children serve themselves lunch. This helps children to become confident learners.

Staff provide inventive opportunities for children to develop good physical skills. Children learn how to move their bodies in a variety of ways while using the climbing equipment and tunnels outside. They develop an understanding of how to manage their own risks while sliding, balancing, running and crawling. Children develop their fine and gross motor skills while using chalks on the pavement. This helps children to develop early writing skills.

Children settle well. They build strong bonds with the friendly and approachable staff. Young babies reach for cuddles when they are tired and reward staff with a smile. They crawl, reach and pull themselves up to acquire their chosen toy. Children's behaviour is very good. Staff are good role models and have high expectations for children's behaviour. Children are happy to share and take turns, with encouragement from staff.

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

• The manager plans a sequenced curriculum for each room. She has a good awareness of the local area, and where families live, to ensure that all children's experiences are rich. For example, all children visit the local beach, shops and parks. In addition, staff provide extra-curricular activities, such as music and dance. This supports children's experiences and helps them gain the confidence they need to succeed throughout life.
• Staff confidently use visual prompts and gestures, as well as spoken language, to communicate with children. They give children time to respond and check children's understanding. Staff introduce new words as children play with sensory materials, such as 'crunchy'.
• Staff place an emphasis on mathematics. They are trained to use a national programme to support children's mathematical knowledge. They use appropriate language as children play with sand. Children respond well to this and talk about the cup being 'full' and 'empty'. They count the bubbles they blow in the garden. They discuss the 'large', 'small' and 'round' bubbles. Children are beginning to recognise numbers throughout the setting.
• Children develop a strong love for reading. They visit a local library, where they borrow and exchange books. Children are eager to select and choose books based on their interests. They know how to treat books with care and respect and enthusiastically sit down to share books with staff. Staff provide children with books to take home and read with their family, which further promotes their language and literacy development.
• The manager and staff support children with special educational needs and/or disabilities (SEND) well. Links with local agencies that support children with SEND are strong. Children receive high-quality care and education. They make good progress. Families of children with SEND are very well supported.
• Children have positive attitudes towards learning and focus for long periods on self-chosen activities. For instance, children persist as they make observational paintings of flowers. They discuss what they can see, such as the petals and leaves. However, sometimes, staff do not always recognise when children are fully engaged in their play and interrupt them to start group activities.
• Parents' comments are extremely positive. They value the information shared with them verbally and electronically. They say that they have a real understanding of what their child is doing. Parents comment that staff are welcoming and professional. They add that they feel 'privileged' for their children to attend the setting.
• Managers use self-evaluation effectively to identify ways to move forward. They support staff to access training. They provide regular guidance and coaching, for example, through room meetings, peer observations and supervisions, to raise the quality of staff's interactions to support children's achievements. Staff feel they are supported well.

What the setting must and should do next

The provider should:

• consider how group times and activities can be better organised to minimise disruption to children's learning so that it is meaningful at all times.