Educare For Early Years (Rawtenstall)

What is it like to attend this early years setting?

Children are very content and settled at this nursery. Parents, children and visitors are warmly welcomed with smiles from skilled key adults. Children are excited to join the interesting activities that staff prepare. For example, pre-school children eagerly mix paint and foam together, which helps to develop their curiosity. Outside, babies enjoy adults blowing bubbles for them. Their physical skills are challenged as they take unsteady steps to catch them. The caring staff encourage and praise the babies. This helps them to develop self-confidence and feel proud of their achievements.

Positive, friendly relationships exist between staff and children. Older children chat happily with an adult as they play with clay. Their language and communication skills are extended as they respond to staff's questions. Toddlers sit at tables together for snack time and they learn to drink from cups. They join in with actions as they sing a 'hello' song. Younger children listen to staff read a favourite story of 'There's a Monster in Your Book'. They are developing listening skills and learning new words.

The well-established routines support children to feel confident and to learn new skills. Children enjoy learning in the space outside that staff have organised to support their learning. Young children are encouraged to share and take turns as they rolls balls down pipes. Older children use chalk to form letters and numbers, practising skills in readiness for moving on to the next stage of their education.

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

• Children's behaviour is very good. They follow simple instructions and know the routines of the day well. At lunchtime, staff encourage pre-school children to pour their own water and scrape their plates after eating. As a result of good role modelling by staff, children are polite and respectful. Their personal and social development is well supported.
• Babies' needs are well met. They have a cool, quiet cot room to rest, and they are kept safe while they sleep. Older babies enjoy being outdoors, where they dig in soil and balance blocks together. Their health and physical development are promoted well.
• The curriculum supports children's readiness for the next stage of learning. For example, pre-school children become engrossed using open-ended materials that help them to develop problem-solving skills. They skilfully use scissors and glue sticks to make their own sticker books. The nursery also provides well-planned transitions to school. For instance, new teachers are invited to visit the children at nursery. This helps children to settle well in school when the time comes.
• The nursery has a clear curriculum. Leaders make sure that staff understand the curriculum intentions, and they support staff to continually improve their knowledge and skills. However, leaders do not prioritise staff's development on how to deliver the curriculum. This means that, sometimes, children do not gain the intended skills from the activities.
• The manager and staff have taken into account the impact of COVID-19 on children's communication, language and confidence. The staff use assessment tools effectively to help them identify children who may be at risk of falling behind and to provide a structured programme of intervention. This early support helps children to catch up and make good progress.
• Parent partnerships are very strong. There is overwhelming praise for the warmth and friendliness of the staff from parents and children. Parents are delighted with the care given to their children. Parents of younger children receive daily updates, which helps to promote continuity. Additionally, staff regularly invite parents to meetings to share information about their child's learning. Parents and staff work closely together to plan and promote the next steps in their child's learning.
• Children benefit from visitors to the setting, such as a football coach. They practise ball skills and build their leg muscles, enhancing their physical development. Additionally, parents visit to talk about jobs they do. This helps children to learn about people and the community around them.

What the setting must and should do next

The provider should:

• increase focus on the monitoring of practice and support to help continually improve staff's understanding of how to implement the curriculum.