Early Education Centre

What is it like to attend this early years setting?

Children are happy to attend this friendly and welcoming setting. Staff build trusting bonds with children. This helps them to feel secure, confident and eager to play. For example, when staff encourage babies to play in the water tray, they respond excitedly as they manipulate and explore the water.

Generally, the setting's curriculum supports children's learning and progress well over time. Managers and staff work closely with parents and carers. They gather information about children's interests and routines. This creates a full picture of children's starting points in development. Staff work well in partnership with parents and external agencies. For example, managers forge meaningful links with local schools by inviting them into the setting to spend valuable time with children transitioning to school. This supports children's next steps in education well.

Children follow meaningful routines that promote their good health and hygiene. They learn to attend to their own personal hygiene needs. Staff encourage older children to wash and dry their hands before lunch. Managers and staff have high expectations of children's behaviour. They support children to socialise with each other and share toys and other resources. When children need extra help to manage their behaviour, staff encourage, support and help them to learn to recognise emotions. Children learn to treat each other respectfully.

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

• Children form secure and trusting relationships with familiar adults who understand their individual needs. For example, children cuddle with staff as they listen to stories and when they seek reassurance. All children have key persons who work closely with their parents. This benefits children's emotional health and well-being.
• Staff plan experiences for children to be physically active in their play. For example, older children develop self-care skills, such as learning how to put their shoes on. Young children use familiar routines and cups and put other items away after mealtimes. They delight in climbing apparatus. The youngest children happily crawl through tunnels. This promotes the development of their large and small muscle movements.
• Generally, the support for children's communication and language is good. Staff promote their early language development by reading stories and singing songs with children. However, on occasion, staff use informal language, such as 'moo moo' for cow and 'more more' for water. This means that children do not receive a clear representation of the English language. Older children demonstrate a good understanding of language. However, staff do not consistently support all children's speaking skills in order for them to reach their full potential.
• Children enjoy learning, and they are eager to take part in activities. For example, children learn the properties of different objects, such as natural materials. However, managers and staff do not plan learning that gives children time to fully explore their own ideas and further develop their creative thinking skills.
• Staff provide a calm and comfortable environment for children who need to rest or sleep. Staff regularly check sleeping children to ensure that they remain safe while they sleep. Most children wake naturally from their sleep. These care practices benefit children's emotional security.
• Parents comment that their children are happy at the setting. They find leaders and staff approachable and professional. Parents receive information about their children's progress through regular meetings and an online app. Staff share ideas about how parents can further support their children's learning at home. This helps parents to promote their children's already good progress.
• Staff form positive partnerships with parents to provide continuity for children's care. For example, they discuss babies' and young children's sleep routines with parents and follow these at the setting. The setting also provides a nutritious and balanced diet, adhering to children's dietary requirements. This supports children's health and well-being.
• The provider recognises the importance of valuing the well-being of managers and staff. Staff say they enjoy working at the setting and feel very supported. Managers implement a programme of supervision sessions and robust induction training to help develop staff's practice and knowledge. This contributes to a friendly and harmonious environment and benefits the learning that children receive.

What the setting must and should do next

The provider should:

• strengthen the delivery of the curriculum for communication and language to provide children with even more effective opportunities to develop their communication and language skills
• support staff to give children time to explore their own ideas as they play, and to develop and enhance their creative thinking and problem-solving skills.