Footsteps Stafford

What is it like to attend this early years setting?

Relationships within the setting are positive. Staff are good role models for children. They communicate well with each other and demonstrate kindness and respect to all. Babies enjoy cuddles from staff when they need comfort, and staff are attentive to their needs. Pre-school children introduce themselves to visitors, showing confidence in their environment.

Established routines help children to know what is coming next. As a result, children generally respond well to directions from staff. For example, pre-school children know to line up for outdoor play and wait for their headcount before proceeding outside. This contributes to a calm and positive learning environment.

Children thoroughly enjoy outdoor play. Children of all ages learn about the natural world around them as they go on a bug hunt. Younger children enjoy digging in the soil during a planned activity. They practise their fine motor skills as they use pens to tick off the bugs they see. They squeal with excitement when they find real life insects and watch with wonder as they crawl up their arm. Older children confidently explore their outdoor environment, leading their own play. They work together as a team to lift logs and tree stumps, asking for help when required. They dig for worms and study bugs with magnifying glasses. Children are confident and inquisitive learners.

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

• The setting has developed a sequenced curriculum that aims to build on what children already know and can do. Children's development is promoted across all areas of learning. Staff plan experiences which help to prepare children for their next stage of learning as they transition through the setting, and eventually on to school.
• Staff know children well. They teach children through carefully planned activities that focus on what they need to learn next. Staff take into account children's individual needs, interests and stages of development. That said, staff do not consistently support children to achieve their identified targets. For example, staff planned activities at table height to encourage older babies to stand for longer periods of time. Staff proceed to sit with children on their knee as they play and do not encourage them to stand.
• Staff support children's communication and language skills well. Babies hear single words and are encouraged to repeat them. Toddlers, in particular, benefit from a language rich environment, practising their spoken language as they engage in conversations with staff. Pre-school children are supported to develop their critical thinking skills. For example, staff ask questions that encourage children to explore and explain their ideas and thoughts.
• The relatively new management team are passionate and strive for continual improvement. They have a clear progression plan to enhance support and guidance for staff, fostering a sense of responsibility and mutual respect within the team. Staff are provided with supervisions and opportunities to engage in a wide range of training to support their personal development. However, supervisions are not yet fully embedded or highly focused on supporting staff to raise the quality of teaching to the highest possible level.
• Staff put detailed support plans in place for children with special educational needs and/or disabilities (SEND). They work in partnership with parents and external professionals, such as speech and language therapists, to ensure children receive the support they need to make good progress. Staff deliver an inclusive provision for all children.
• Early literacy skills are promoted well. Young children enjoy cuddling up on the knees of staff and exploring books together. Staff are creative in their story telling with older children. Children enjoy a 'Jack and the Beanstalk' puppet. They recall parts of the story and share what happens next. This demonstrates high levels of engagement, interest and understanding.
• Staff incorporate opportunities for children to develop their independence through daily routines. For example, toddlers serve their own meals at lunchtime, with support from staff, and learn to eat using a knife and fork. This supports children to develop confidence in their own abilities.
• Parents are valued as partners in their child's education. Parents speak highly of the setting and value the regular updates regarding their child's learning and development. They describe the staff as friendly and comment that their children are very happy in the setting.

What the setting must and should do next

The provider should:

• provide children with more consistent support to work towards their development targets and promote their learning to the highest possible level
• embed a more highly focused supervision process to further support staff development and continue to raise the quality of teaching.