Great And Small Kindergarten

What is it like to attend this early years setting?

Children feel extremely loved and valued by staff who constantly take their feelings into account. This instils a strong sense of safety and security. It also enables children to explore their surroundings with confidence and curiosity. Children's well-being is a high priority, and this provides them with a firm foundation on which to succeed. The well-organised environment enables children to independently access a wealth of exciting learning opportunities. These spark their imagination and creativity. They embark on learning journeys and make happy play discoveries. For example, children confidently handle natural resources. They hold shells to their ears to see if they can hear the sea.

Children know that staff have exceptionally high expectations of them, and they aspire to meet these. They beam with pride as staff affectionately offer them praise and cheer with delight when they achieve something new. This promotes very high levels of engagement, and children's behaviour is exemplary. Children are resilient and highly capable learners. They persevere at self-set challenges to develop essential skills. For example, children master their cutting skills as they trim sunflowers, despite it proving to be a challenging activity. Parents remark on the impressive progress their children have made in such a short space of time. They praise the staff for offering tremendous support during the COVID-19 pandemic. They comment how staff reduced the isolation they experienced during this time.

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

• The learning environment is organised skilfully. The resources encourage children to use their imagination. They are able to pursue their own interests with enthusiasm. For example, a seaside theme, including sea animals, encourages children to talk about their experiences away from the setting. This makes learning highly relevant and engaging for children, as they make links and build upon what they know.
• Staff expertly model a rich range of language when communicating with children. This allows children to deepen their understanding of key concepts, which are essential for learning. Staffs' skilful interactions with children successfully support and extend their learning. For example, children use language relating to quantity at snack time. They tell staff if their cup is 'empty' or 'full'. As a result, children are learning the skills necessary for their future learning in mathematics and are well prepared for starting school.
• A love of books is promoted throughout the setting. Books are strategically placed throughout the provision, and there are numerous inviting and cosy corners that promote reading of various materials, including magazines. Children are starting to recognise letters from text and know their associated sounds. As a result, children's early literacy skills are very well supported.
• Children who speak English as an additional language and their families are extremely well supported. Skilful interventions are used, such as displaying and using key words and phrases in children's first language. As a result, potential language barriers to learning are successfully overcome, and children develop a strong sense of belonging that nurtures their development.
• The manager is inspirational in her pursuit to develop an exceptionally ambitious curriculum. She and her team have an excellent understanding of the needs of the children and families that access the setting. As a result, all staff are committed to the setting's vision and are dedicated to ensuring that all children succeed.
• Staff have developed highly efficient processes for identifying and responding to any concerns regarding children's development. They have developed strong links with outside professionals and ensure that children receive additional support very early on. This means that all children make exceptional progress in relation to their starting points, including children with special educational needs and/or disabilities.
• The manager and her team are dedicated to identifying and removing barriers to learning. They are sensitive to the challenges that some families experience and put into place highly effective support to reduce the impact of deprivation. As a result, all children access equal opportunity to achieve their very best.
• Children talk about what they have had for breakfast and about their favourite healthy foods. At snack time children discuss the importance of drinking milk for strong bones and healthy teeth. Children have the confidence to try healthier options as they take sips of water. As a result, children are beginning to appreciate the benefits of leading a healthy lifestyle.
• The manager is extremely knowledgeable and develops exceptional programmes of support for all staff. She is astutely aware of staff's strengths and uses them to shape their roles. For example, the 'Nurture Facilitator' diligently fulfils her role to ensure that every opportunity is taken to promote children's well-being. This ensures that staff feel valued and their practice is consistently delivered to an exceptionally high standard.