Great Finborough & Buxhall Under 5's

What is it like to attend this early years setting?

Children arrive at the setting with real glee and excitement, jumping as they enter. Staff greet them and their families with a smile and welcome children by name. Registration allows children time to share their thoughts for the day. Staff thoughtfully give all children time to speak as they put up their hands and wait patiently to have their turn to share their news. Children say, 'I'm going to the funfair,' as they share their excitement about their plans.

Staff present children with a wealth of opportunities to explore mark making and extend their fine motor skills and thinking skills. Children draw with chalk and cover over their drawings with water. They say, 'It's dripping away,' as they watch the chalk disappear. Children enjoy painting and confidently predict what colour they will make as they mix colours together. They remark, 'It's cool mixing colours.'

Staff have high expectations for children's independence and confidence. Children wash their own hands and pour their own milk at snack time. Children's behaviour is good. Staff are good role models. They remind children to say 'please' and 'thank you'. Children take turns, share and are keen to help. For example, children help to put out cups, jugs and chairs for their friends at snack time. This helps children form friendships.

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

• Children are proud to tell adults how they grow beans and strawberries. Staff support children to take care of the plants they grow and teach them the importance that water plays in them growing tall. This helps children to respect and care for plants around them and fuels their interest and knowledge in where their food comes from.
• Parents hold the setting in high regard. They state that their children 'love coming', that the staff are so 'nurturing' and that their children are always making things like 'crumble'. Parents feel well informed and know who their child's key person is and what their child's next steps in learning are.
• Staff support children with special educational needs and/or disabilities (SEND) well to help them make the best possible progress. However, some strategies are not implemented consistently, such as using a sand timer to support children with SEND with their self-regulation. This means some children are not always clear about staff's expectations.
• Children learn different concepts of mathematics throughout their day. They measure, count and experiment with volume, demonstrating their understanding. For example, children pour bubbly water from one container to another. They explain, 'I am filling to the top.'
• Overall, staff support children with their communication and language development well. They sometimes repeat what children say, sing songs and read stories. However, where additional, more targeted support for children is required, staff have not considered learning new strategies to enable children to make the best progress they can.
• Staff provide rich learning opportunities for children to grow knowledge and delight of their local community. They visit the church, local residential home for older people and the woods. Staff skilfully use a walk to the woods as a teaching opportunity for children to learn road safety and develop a fondness for nature. They look and care for insects in the wild as they go on a bug hunt with binoculars, magnifying glasses and notepads.
• Children squeal with delight at story time. They dress up, use props and join in with staff, who expertly read stories with drama and animation. As a result, children build a strong foundation for a love of early reading.
• Music plays an important role in the children's day. They dance with ribbons and shake maracas and bells from the music box. They laugh with excitement as they sing and move to the music, strengthening their core muscles.
• Staff encourage a 'can-do' attitude and are quick to praise children for their achievements. They say 'well done' and 'good trying'. This builds children's self-esteem and strengthens their belief in their own abilities.
• Children are happy to chat to new adults. For example, they eagerly share what they have in their buckets and say, 'I've got bubbles in mine. I've got loads of bubbles in mine.' This demonstrates that children feel safe and secure.

What the setting must and should do next

The provider should:

• help staff to implement behaviour strategies consistently for children with special educational needs and/or disabilities
• develop staff's knowledge of additional ways to support children's communication and language development to enable all children to make the best progress they can.