Future Shapers Preschool & Wraparound Care

What is it like to attend this early years setting?

Children are greeted with a big smile and warm words by the provider as they come out of school at the end of the day. Children independently get ready for the walk back to the setting. They have a drink of water and put on their high-visibility vests, chatting with their friends as they do so. They listen carefully to what the adults say on the walk back. They stop at the road and look both ways, knowing that they have to check carefully for traffic. This demonstrates that children understand their routines and the expectations for their behaviour.

There is a well-thought-through curriculum in place. There is an emphasis on developing children's social and independence skills and expanding their imaginations and thinking skills. Children of all ages play happily alongside each other. They value everyone's contributions to the conversation as they sit and eat together, waiting for their turn to speak. They discuss interesting questions with the adults and each other. For example, children comment that it is windy outside and then are encouraged to discuss how they know this. This helps children to develop their communication and language and also develops their critical thinking.

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

• The provider is passionate about providing a warm, welcoming and stimulating environment in which children can play and learn. Leaders are enthusiastic about plans to enhance and expand the provision. Staff have undertaken training to keep knowledge of areas, such as safeguarding and first aid, up to date. However, leaders are less clear when talking about supporting professional development in relation to young children's learning.
• There are exciting opportunities for children to explore the wider world. Children take part in lots of interesting experiences. They visit a nearby park and art gallery every week. Children use outdoor materials to make artwork and enjoy getting exercise and fresh air in the large outside space. They visit the exhibitions in the gallery and use the displays as inspiration for their own work. They also enjoy outings to theatre performances. These experiences support children's understanding of the world effectively.
• Children behave very well in the setting. They sit around a table together to eat a meal. They politely wait until everyone has their food before starting to eat. Adults in the setting are excellent role models, consistently saying please and thank you to the children. They expect children to be equally well mannered and gently remind children when they occasionally forget. Children understand the well embedded routines and high expectations of their behaviour.
• Children are encouraged to be highly independent. They store away their coats and bags and wash their hands on arrival without being reminded. Children clear away their own plates and cutlery when they have finished eating and help themselves to resources, when needed. This shows that their self-help skills are well developed and supported by the setting.
• Children's communication and language is very well supported. Adults speak slowly and clearly to children and give them plenty of time to reply. There is a calm and settled environment in which interesting and thoughtful conversations take place. Adults take every opportunity to introduce new vocabulary, using words such as 'extend', and explain the difference between 'landscape' and 'portrait' when positioning a piece of paper. Children are eager to join in discussions as well as listen to others speak. This demonstrates the positive impact of the curriculum on children's speaking and listening skills.
• The curriculum provides children with a rich and diverse range of learning experiences. Children enjoy learning about different countries around the world. They learn about what makes them unique and explore the cultures and beliefs of others. They look at maps to locate different countries and sample food from different cultures. This develops their understanding of similarity and difference and prepares them for life in modern Britain.
• Parents speak highly of the care and learning that their children receive. They say that their children's social skills have developed well and children enjoy their time at the setting. They especially appreciate the opportunities that the children receive at the park and gallery. The provider shares information informally with parents and other settings children attend. However, this information is not usually focused on learning or next steps. This limits the opportunity for continuing the learning at this setting in other contexts.

What the setting must and should do next

The provider should:

• build on the already good partnerships with parents and other stakeholders, such as schools, to share more focused information about children's learning
• strengthen systems to identify professional development opportunities to further develop knowledge and skills about how best to support young children's learning.