Enchanting Childcare

What is it like to attend this early years setting?

The friendly staff take time to greet children when they arrive, helping them to separate from the parents and carers with ease. Leaders and staff provide a welcoming and interesting environment with a good range of resources and activities to motivate children to explore.

Leaders and staff have a clear understanding of what they want children to learn. They focus their curriculum on helping children to gain the skills that they need for the next stage of their learning. Older children learn to be independent and confident in their preparation for starting school. Staff focus on helping the youngest children to feel safe and secure and to build relationships with the staff who care for them. Children are curious and keen to investigate. They excitedly join in with activities and play imaginatively with their friends, while developing the skills that they need for their future learning. For instance, children work together to make 'mud cakes' in the garden. They help each other by fetching mud and water and they use a range of tools to mash and mix their ingredients.

Leaders and staff have high expectations for children's behaviour. They set clear and consistent boundaries to help children to know what is expected of them and they help children to learn that rules are in place to keep them safe. Children respond well to this. They listen to staff instructions and follow the routines well.

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

• The curriculum has a high focus on promoting and developing children's communication and language development. Staff working throughout the nursery model language well as they play alongside children. They introduce new vocabulary and encourage children to talk about their interests and to share their experiences. Leaders and staff recognise that some children who speak English as an additional language need more support with developing their language and communication skills. They closely monitor children's language development and check their understanding to provide more targeted support.
• Children have lots of opportunities to have fresh air and exercise, and staff promote children's physical development well. Children enjoy being outside playing with their friends and staff skilfully involve children in games to build on their physical skills. For instance, staff lead games to encourage children to hop and jump. Children giggle as they copy and practise racing while hoping. Staff encourage children to test their physical abilities further by creating obstacle courses and involving children in much-loved parachute games. Children demonstrate confidence in taking on these challenges and they eagerly climb the equipment and race their friends around the garden on the bicycles.
• Since the last inspection, leaders and staff have worked together as a team to make the necessary improvements to the provision. They have reviewed their practice and revised their procedures for planning, to ensure that children have more quality interactions to promote their learning further. Staff recognise when children need more support and encouragement to be involved in activities. They carefully entice children into games to promote children's confidence and to build on their social skills. However, at times staff do not organise routine group times as well, and children spend a long time sitting and become restless.
• Partnerships with parents are strong and well established. Staff work closely with parents to get to know their children's needs and interests. Staff working with the babies work closely with parents to follow children's routines so that children settle well and form strong attachments with staff. Parents say that staff keep them well informed about their children's progress. They say that their children are very happy and enjoy their time at the setting.
• Staff know the children well. They closely monitor children's progress and plan for children's individual learning needs. Children who have delays in their learning or special educational needs and/or disabilities (SEND) have good support in place to promote their learning further. Overall, children receive good support to make progress in their learning. However, some of the older children would benefit from more challenge to help them to make even better progress in their learning.

What the setting must and should do next

The provider should:

• develop the organisation of group times, to help children to remain focused and engaged in learning
• support staff to use the older and most able children's emerging interests more effectively and extend their learning even further.