Flying Gulls

What is it like to attend this early years setting?

Children are happy and demonstrate they feel safe. They arrive calmly and confidently and are greeted warmly by the friendly staff. With support, children explore the well-resourced environment and settle quickly to an activity. They benefit from a broad range of experiences planned by staff that help children to develop their skills and knowledge in good preparation for school. For example, two-year-old children learn to count and pre-school children confidently identify some written numbers and letters. They listen well to stories and enthusiastically join in with repeated refrains. Pre-school children are eager to make marks during activities and proudly show staff their attempts at writing their name.

Through positive praise and a respect for children's cultural backgrounds, children learn to be confident about who they are. Children who speak English as an additional language are welcomed by staff who use some key words in the children's home languages to help build their self-worth. Children are kind to each other and learn to use good manners. For example, they thank their friends for sharing items and grin while giving appreciative 'thumbs up' gestures.

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

• Since the previous inspection, the provider, who is also the manager, has worked hard to make improvements. She now meets all safeguarding and welfare requirements. The provider reflects on the organisation and layout of the setting to identify how to enhance children's experiences. For example, she has developed the area they use for group activities to reduce distraction and support children to focus better.
• Staff interact skilfully with children who require additional support for their communication and language skills, taking account of their individual needs. For instance, staff use visual prompts, get down to children's level to enable good eye contact, and speak clearly and simply. All children make good progress in their communication and language development. However, at times, some younger and less confident children receive less support to develop their thinking and speaking skills.
• Staff know the children well and assess them accurately. They form close relationships with children, such as offering them cuddles and playfully getting involved in their games.
• The provider and staff plan a broad curriculum that interests children and builds on what they know and can do. On occasion, staff's expectations for what children can achieve is too high. Consequently, some activities are a little too difficult and do not meet the learning needs of all children to engage and support them further.
• The provider takes account of information from school when planning the curriculum to help children develop the key skills for the next step in their education. Staff are currently providing more opportunities for children to develop their hand strength and coordination to help them learn the physical skills needed for early writing. For example, staff encourage children to manipulate play dough using their fingers.
• Staff are encouraged to attend training to update their skills and knowledge. They comment on the positive relationships they have with each other and the provider. However, the provider does not monitor staff's practice as effectively as she could to help her tailor the support and coaching for staff's professional development. There are some inconsistencies in staff's practice, such as promoting children's independence.
• Parents speak positively about the setting. They feel staff know their children well and children enjoy attending and make good progress in their learning. Staff share information with parents to keep them informed about their children's development and advise them how they can help children to make further progress at home.

What the setting must and should do next

The provider should:

• develop the planning of activities to take account of all children's individual learning needs, to provide good challenge consistently and engage them further
• strengthen the curriculum for communication and language to provide all children with consistent support and encouragement to develop their speaking skills
• strengthen the monitoring, support and coaching for staff to provide greater consistency in their practice, with particular regard to helping children learn to be independent.