Fun4kids Childcare Burtonwood LTD

What is it like to attend this early years setting?

Children are warmly welcomed into this caring and nurturing environment. Staff take the time to get to know the children and plan a range of activities that actively engage their interests. Staff weave learning opportunities into everyday activities, such as talking about 'full' and 'empty' when playing in the sand. These engaging activities help children to develop positive attitudes to learning. Staff gather information from parents about the children's interests and plan specific activities for when new children arrive. This successfully smooths their transition into the setting. Children thoroughly enjoy spending time with their friends. They work together to build tall towers with logs and clap their hands in delight when the towers topple over.

Staff are positive role models and have realistic expectations for children's behaviour. For example, staff gently remind children why they should share their resources with their friends. This skilfully averts an escalation in unwanted behaviour. Leaders and staff provide an inclusive environment where each child's uniqueness is acknowledged and celebrated. For example, children learn about each other's cultures and beliefs as they celebrate special events throughout the year.

Staff place great emphasis on helping children to be as independent as possible. For example, children attempt to put on their coats and persevere at fastening their zip. Children enjoy undertaking jobs such as helping to serve their friends snack and setting the table. These activities help all children, including those with special educational needs and/or disabilities (SEND), to build a solid foundation for future learning.

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

• Staff are strong communicators. They weave new words into activities to extend children's language. For example, in the role-play area, staff talk about the stethoscope, injections and x-rays. Children use these words in their conversations. As a result, children become confident communicators.
• Developing children's love of early literacy is a key focus. Children relish the opportunities to sit and read books. They eagerly call out favourite phrases as staff read stories such as 'Aliens Love Underpants'. In addition, they understand the role of the author and illustrator. These activities spark the children's imagination and interest in reading.
• Mathematics is embedded into the curriculum. Staff provide many opportunities for children to learn about numbers, shape and measure. For example, they sing songs about numbers. This helps children develop an awareness of early mathematical concepts.
• Staff plan ways for children to develop their small- and large-muscle movements. Children learn to use a range of wheeled resources with increasing control. They thoroughly enjoy taking part in the 'dough disco'. This helps to build the muscles in their hands that they need for early writing. As a result, children develop confidence in their physical abilities.
• Staff use various voting systems to help children make choices. For example, they encourage children to vote on what song they would like to sing next. As a result, children value and respect each other's opinions.
• Staff help children to learn about the importance of good health and hygiene. Children understand the importance of washing their hands before meals or after going to the toilet. Staff help children learn how to brush their teeth and maintain good oral health. Children benefit from lots of opportunities to stay fit and well.
• Leaders plan a curriculum around the children's interests. However, the curriculum is not always coherently planned and sequenced. For example, staff encourage children to sound out words before they have acquired the knowledge of letters and the sounds that represent them. This does not help children to build on what they know and can do.
• Staff plan an interesting range of activities to support children's learning. However, on occasion, the curriculum is too complex for some children. This results in some children not gaining the most from the planned learning.
• Leaders place a strong focus on staff training, development and support. Staff attend a range of training opportunities that enhance their knowledge and skills. Consequently, they have a secure understanding of their roles and responsibilities, which contributes to the good-quality provision.
• Partnerships with parents are good and help ensure that children's needs are met. Staff provide some ideas of activities for parents to carry out at home with their children. This supports children's continuous learning and development.

What the setting must and should do next

The provider should:

• strengthen the curriculum so that it is consistently planned and sequenced to build on what children know and can do
• help staff to pitch activities at just the right level so that all children get the most from the intended learning.