Fairways Childcare Centre

What is it like to attend this early years setting?

Staff provide children with a wide range of engaging activities that promote curiosity, independence and resilience. During construction play, staff ask meaningful questions and introduce descriptive vocabulary such as 'wiggly' and 'pointy'. Children confidently share their ideas, experiment with shapes and develop problem-solving and language skills. When towers fall, children rebuild without frustration, showing high levels of perseverance and determination. Staff embed early mathematics and literacy across daily routines. Children count animals, recognise their names on snack boxes and explore books that help them to understand their feelings. For example, staff read a book about emotions and children confidently relate feelings to their own experiences, building emotional awareness.

Staff use outdoor play to enrich learning. Children explore nature tables with conkers, leaves and cinnamon sticks, strengthening sensory experiences and fine motor skills. They investigate insects, learn new vocabulary, such as 'aphids', and observe seasonal changes in leaves. Staff provide physical play with trampolines and children build wooden racecourses, encouraging cooperation and risk management. Staff promote positive relationships and kindness through warm interactions. Children return lost toys, listen respectfully to peers and show empathy when others share feelings. The provision's routines empower children to act responsibly, respect personal space and voice concerns.

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

• Staff manage mealtime routines carefully. They calmly support children to remain seated to reduce choking risks and build safe habits. They engage children in conversations about healthy foods and colours, extending language and understanding. However, staff sometimes remove wrappers for children rather than encouraging independence. This occasionally limits opportunities for children to practise self-care and resilience.
• Staff provide highly individualised care that meets the needs of all children. Practitioners expertly plan activities to promote mobility, independence and social interactions. They use sensory resources and physical support to encourage exploration and gross motor skills. As a result, children develop persistence and the ability to navigate their environment confidently.
• Families comment that children grow in confidence, independence and social skills while attending the setting. Parents notice that their children return home eager to share their day, retell stories, sing songs and talk about their friends. Staff nurture communication and language skills so children learn to recognise and articulate their thoughts and ideas. This strengthens resilience and supports their readiness for school.
• Leaders create a highly supportive culture where staff feel confident to approach them. This open dialogue enables staff to clarify and develop their practice, which directly improves the quality of interactions with children. Leaders listen carefully to ideas and implement changes, ensuring the environment evolves in ways that benefit children's learning and well-being.
• Displays of children's photos across the setting celebrate diversity and individuality. Children see themselves represented, which builds acceptance, belonging and positive self-identity.
• Staff sensitively adapt the provision for younger children who are not yet ready to participate in routines, for example offering one-to-one activities instead of circle time. As a result, all children remain engaged at their developmental level. Older children show strong concentration skills, despite background distractions.
• Community links are skilfully used to extend children's experiences. Visits to nearby horses and the church for treasure hunts spark excitement and provide talking points, strengthening communication between children and their families.
• Accidents such as spillages are thoughtfully managed. Staff offer children reassurance through calm words and gentle comfort, enabling them to take ownership of incidents positively. As a result, children develop resilience and build trusting relationships.
• Children with special educational needs and/or disabilities (SEND) make good progress. Staff know them well and hold high aspirations for their development. Staff support parents thoroughly with processes such as applying for education, health and care plans. Therefore, families confidently support their child's needs at home to significantly reduce gaps in learning.

What the setting must and should do next

The provider should:

• plan more effectively for children to practise their independence and self-help skills, particularly at mealtimes.