Early Years at Wilne House

What is it like to attend this early years setting?

Children are welcomed warmly by attentive staff who know them well, helping them feel safe, settled and valued from the moment they arrive. Staff take time to greet each child individually, using familiar routines, reassuring words and gentle interactions to ease transitions from home. As a result, children quickly develop trusting relationships and confidently explore their environment.

Staff support children to display positive behaviours by creating a calm, respectful and nurturing environment. Children respond well to gentle reminders and praise. Staff talk to the children about their feelings, helping to introduce and build emotional literacy, which helps children to regulate their emotions and behaviour.

All children take part in daily outings to the local park, where they have plenty of space to exercise and enjoy the fresh air. At the park, children run, climb and play ball games that help to develop their physical skills and coordination. Staff regularly take children to local shops and the pet store. These outings provide valuable opportunities for children to enjoy new experiences, explore their community and develop their understanding of the world around them. Staff value each child's identity and support them to develop an awareness of cultures and backgrounds different from their own. This inclusive approach helps children to appreciate diversity, build respect for others and develop a positive sense of who they are.

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

• Children become deeply engaged in their play. They confidently choose their own activities or join adult-led sessions. Staff are highly skilled at recognising and building on each child's individual interests. They carefully observe what makes children excited and captures their attention. Staff use this insight to plan meaningful experiences that spark curiosity and support development. Staff join in with children's play, skilfully extend thinking and introduce new ideas in ways that feel natural and enjoyable.
• Younger children have lots of fun as they excitedly take turns adding and mixing ingredients to make dough. They enjoy using their hands to add flour, and they squeal with delight as they feel the soft texture. Children squeeze, roll and pat the dough using the small muscles in their hands, which helps to develop their fine motor skills in preparation for early writing. Staff sing to the children as they play, creating a joyful atmosphere, and they hold conversations about what they are making, encouraging children's language skills.
• Staff support communication and language well by creating a rich and engaging environment where children feel encouraged to express themselves. They use everyday moments and play to introduce new vocabulary, and they ask open-ended questions that invite children to think and respond. Staff listen attentively, giving children time to share their ideas and stories, which helps to build confidence. However, on occasion, quieter children are sometimes overlooked by staff during larger group interactions. Therefore, they do not consistently benefit from the high-quality interactions that their more confident peers receive.
• Staff encourage children's personal development. They support children to wash their hands and help to tidy away the toys. At mealtimes, children serve themselves, encouraging independence and self-care skills. However, children sometimes spend a long time waiting for their turn. As a result, not all children eat together and fully enjoy the social experience.
• Children show a love of books. Pre-school children independently choose their favourite book and sit with their friends in the cosy book area. They enjoy turning the pages, looking at the pictures and sharing stories with each other. Staff bring stories to life by reading aloud with enthusiasm and expression, using different voices and gestures to capture the children's attention.
• Leaders are passionate about and committed to providing the very best for all children. They regularly review progress and actively look for ways to improve. Leaders are approachable, creating a positive team where staff feel valued and encouraged. Clear systems for training, supervision and quality checks help staff to provide high-quality care and learning.
• All children, including those with special educational needs and/or disabilities, make good progress. Staff closely observe and respond to their individual needs. They quickly identify those children needing extra support and work with families and professionals to provide it. Additional funding is used effectively to offer targeted resources and interventions for the children it is intended for, helping to close gaps in learning and development.

What the setting must and should do next

The provider should:

• support staff to consistently include quieter children during group times, ensuring all children have regular opportunities to engage and participate fully
• consider reviewing mealtime routines to reduce waiting times and support a more positive, shared dining experience for all children.