Greenacres Laugh 'N' Learn

What is it like to attend this early years setting?

Staff build warm and caring relationships with the children. They know the children well and work closely with parents to ensure that children feel confident in the environment. Children run into the setting excited to start their day, and settle extremely quickly. Children of all ages feel safe and secure.

Staff help children to learn about and understand their emotions. During the day, staff provide children with opportunities to express how they are feeling and understand what these emotions mean. Consequently, children show respect for how others feel. For example, children realise when they may have upset their friends and take it upon themselves to reassure them and put things right.

Staff provide learning experiences that ignite children's enthusiasm to learn. Young children explore real plants as they learn about different textures and how plants grow. Older children immerse themselves in a junk modelling activity, and staff encourage them to use their imagination and creative skills. All children are making good progress in their development.

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

• Staff promote children's speech and language well. Staff engage children in meaningful conversations to introduce new vocabulary. Singing can be heard in abundance as children excitedly join in with their favourite songs. All children are developing their language and communication skills to become confident communicators.
• The special educational needs coordinator (SENCo) is passionate about her role. She works closely with parents and other professionals to help put additional support in place. While children are awaiting referrals for further support, the SENCo provides activities that can be done both at home and in the setting to help to narrow any gaps in children's development. Children with special educational needs and/or disabilities make good progress from their starting points.
• Children's mathematical development is promoted. Although the implementation of the curriculum for mathematics is not fully embedded, children have opportunities to develop their knowledge further. For example, during group times, children are encouraged to make shapes with their fingers and name the shape. However, at times, staff do not always use their interactions with children to fully explore mathematical concepts. This does not help children to consistently build on their prior learning.
• Staff encourage children to make healthy choices. Children explore real fruits and vegetables in their play. This encourages them to taste and learn about a wide range of healthy foods. Older children express when they need to wash their hands and why this is important. Children's knowledge of keeping themselves healthy is developing well.
• Children are taught about how to respect others. They are provided with opportunities that support skills, such as sharing and taking turns. There is a consistent routine, so children know what is happening and what is coming next. This helps children to understand what is expected of them. However, staff do not always fully explain to children the impact of their behaviour on themselves or others, in order to better support their understanding of positive behaviour.
• Parents speak highly of this warm and welcoming setting. Staff regularly share ideas and information with parents to help to support each child's development. This information helps parents to extend children's learning at home. The manager strives to achieve the best outcomes for the children in her care and their families. For example, she has recently introduced a community pantry and fridge alongside the community centre where they are situated. This supports the needs of the families and children in her care.
• Staff ensure that they meet the individual needs of all children. Leaders use additional funding, such as the early years pupil premium, to narrow gaps in children's development and help to engage them in new experiences. For example, the manager invests money in specific resources to help promote children's next steps. All children receive the support they need to make good progress.

What the setting must and should do next

The provider should:

• support staff in implementing the curriculum for mathematics to help children to build on their prior knowledge
• support staff to provide a consistent approach to behaviour management to better help children to understand how their behaviour and actions impact others.