Ducklings Opportunity Group

What is it like to attend this early years setting?

From the moment children arrive, they are warmly welcomed by friendly staff. They are supported to hang up their belongings, with gentle encouragement to do as much as they can independently. This gives children a sense of pride and confidence while knowing help is always available if needed. Staff know each child well and pay close attention to their individual needs, which helps children settle quickly and form secure, trusting relationships with the nurturing staff.

Children spend time outdoors each day, enjoying the space and freedom to be active. They build strength and coordination as they climb the slide and whizz down with excitement. Curiosity about nature is encouraged as they search for butterflies, using binoculars to spot where they might fly. Children have fun using their imagination as they pretend to serve ice cream in the playhouse. They excitedly call out, 'Who wants to buy an ice cream?' They giggle with delight when staff join in their play, encouraging children to share their ideas.

Children enjoy opportunities for mark making and creative play, both indoors and outdoors. They draw pictures, proudly showing staff their creations. They have fun as they use play dough, which they roll, squeeze and shape, strengthening the small muscles in their hands and supporting the control needed for early writing skills.

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

• Leaders are reflective in their approach and continually look for ways to improve the setting to meet the changing needs of the children. They are dedicated to their role, speak with genuine enthusiasm and show clear commitment to ensuring every child has the best possible start.
• Children with special educational needs and/or disabilities are identified early and given tailored support. Staff work closely with parents and professionals, keeping families regularly updated on their child's progress and next steps. This helps to ensure every child feels included and is well supported to make good progress.
• Leaders plan a broad curriculum that builds on children's interests, what they enjoy and what they need to learn next. This is enriched with meaningful experiences that bring learning to life. For example, children take part in regular outings in the community where they ride on the bus and visit local supermarkets. Through these experiences, they learn about the world around them. They practise everyday skills, such as handling money, develop confidence in new environments and gain a sense of belonging to their community.
• Leaders provide professional development through supervisions and team meetings, where staff can reflect on practice and share ideas. While they are aware that less-confident and less-experienced staff would benefit from additional support, the coaching in place is not yet sharply focused on individual needs. As a result, the high quality of teaching is not fully consistent across the team.
• Snack time and toothbrushing are regular parts of the daily routine. Staff sit with the children, encouraging conversation, good manners and healthy habits. After eating, children brush their teeth with close support. However, some transitions between routines mean children sit for longer periods and learning is interrupted. Leaders recognise this and are exploring ways to refine routines so that transitions run more smoothly.
• At circle times, children join in happily with familiar songs and rhymes. Staff read stories with enthusiasm and use props, such as a puppet, to bring stories to life. Children giggle as they greet the puppet and take turns giving it a cuddle. Staff ask questions and introduce new vocabulary, helping to support communication and language and fostering a lasting love of books.
• Leaders and staff celebrate individuality and introduce children to different cultures, heritages and traditions, helping them feel proud of who they are while learning respect for others and the wider world.
• Children's behaviour is calm and positive, with kindness shown as they share, take turns and play together respectfully. Staff gently guide and praise them, creating a warm atmosphere where every child feels valued, confident and ready for the next stage of their learning.

What the setting must and should do next

The provider should:

• provide staff with additional coaching and targeted support to help develop consistency and raise the overall quality of practice across the team to an even higher level
• continue to enhance daily routines, particularly during transitions, to ensure children's learning and engagement are maintained.