Ellesmere Children's Centre

What is it like to attend this early years setting?

Children arrive happy and are greeted by cheerful staff. Parents feel welcome. Staff encourage them to spend time in reception and children settle well. Children delight in exploring the multicultural and multilingual resources and information that represent them and their community. Staff explain what is available to babies and toddlers as they arrive, so that they can make choices. Staff are deployed effectively around the room. They sit on the floor and cuddle babies as they settle. Staff respond to children with care and ease.

Staff read to older children with joy, enthusiasm and clarity. The environment is peaceful and quiet. Staff give children clear expectations, such as teaching them about 'good sitting', 'good listening' and 'good looking'. As a result, children are engaged and interested. Staff skilfully differentiate and ask open-ended questions so that all children can join in. Children speculate about what might happen next. They put their hands up as they wait for their turn and hold the talking block when they speak.

Children enjoy praise and encouragement from staff and compliment each other. Staff are tuned into children's language and invite children to listen to their friends. Staff repeat children's words so that they can hear the correct pronunciation. Children develop a sense of belonging. They learn about each other and make connections between their families and friends. Children explain about their cousins and friends.

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

• Younger children enjoy circle time and sing a 'hello song' to everyone. Children practise counting as they take turns to go around the circle and count each other. Staff teach babies and toddlers to recognise their feelings. For example, they lead a song and encourage children to show their happy faces. However, circle time is sometimes hurried. For example, staff say 'thank you for sharing' and move on quickly before children have truly expressed themselves.
• Children eat together at the table, and staff promote healthy choices. However, on some occasions, younger children are not seated at the table and staff do not recognise the importance of using opportunities at mealtimes to develop children's social skills and interactions.
• The key-person system is strong. Staff know children well and build strong bonds with children. They develop excellent relationships with parents. Staff share information with parents during daily conversations and in a written report. They keep a notebook about the care of each baby. Staff identify areas to develop and offer workshops for parents on topics such as toilet training children. Parents say that this is valuable, and staff notice the impact it has on children's personal care and independence.
• The curriculum is informed by children's interests and needs. For example, staff place a focus on younger children's independence and using core stories to develop older children's understanding of mathematics, literacy and language.
• Children with special educational needs and/or disabilities and who speak English as an additional language are well supported by all staff. Staff observe children to identify their interests and next steps in development. They identify children's emerging needs. Leaders swiftly implement one-to-one support sessions, such as with a music or art therapist. Leaders work closely with other professionals and agencies to extend the support they offer. They have a vision to further develop therapeutic and transcultural practice.
• Leaders invite families into the setting. For example, they run a stay-and-play session and a fathers' group. Staff share activities and ideas that engage families and support children's learning at home. Leaders spend additional funding on resources that reflect the multiple cultures in the setting, such as dolls and books that promote diversity.
• Parents are delighted with the setting. They say that staff support their children, families and the community. Parents say that it is wonderful that the resources reflect their children. They say that this has an impact on children's well-being. Parents highlight examples, such as a poster showing different hairstyles.
• Staff say that they are happy at work and feel supported. Leaders offer staff an annual appraisal meeting and identify training opportunities for staff.

What the setting must and should do next

The provider should:

• help children to understand and know that their views are valued during group activities, such as by recognising when to slow down and respond in a meaningful way
• support staff to develop mealtime routines so that all children can fully participate and have opportunities to develop their social skills.