Grove Villa Childcare

What is it like to attend this early years setting?

Staff are kind and gentle in their interactions with children. Children show joy and delight as they relish affectionate cuddles from staff. Children show that they feel safe and secure, as they play alongside staff. They are eager to share what activities they enjoy. Staff encourage and praise children for sharing their thoughts, enabling them to feel valued in their contributions. The curriculum in place is well-thought out and appropriate for the current needs and abilities of children. Staff are aware of all children's individual needs, including children with special educational needs and/or disabilities (SEND), and work as a team to meet these. As a result, all children take part in the learning on offer and make good progress from their individual starting points.

Children develop an awareness of their feelings. They look at picture cards and copy the expression to communicate how they are feeling. Staff tune into what children are telling them to help support their emotional development. Children behave well. Staff encourage children to share and take turns as they play. They give children praise for being kind and following the setting's rules. This helps children to respect each other and play well together.

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

• The management team explains that they want to create a home from home for all children. This helps children and their families to feel included at the setting.
• The management team have created a broad curriculum that covers all areas of learning. Overall, teaching is good, and staff have a good understanding of how children learn and develop. However, when planning activities, staff plan for too many learning intentions, meaning that the focus is on general learning. As a result, there are times when some children do not remain engaged and do not benefit as fully as possible during activities.
• Staff support children to follow good hygiene routines. Children wash their hands before eating to promote good health. Mealtimes are a sociable occasion where children join in conversations with their friends and staff.
• Staff support children to be independent. They encourage babies to feed themselves. Older children pour their drinks and clear away their plates when they have finished. This helps prepare children for their next stage of learning.
• Children with SEND are supported well. The management team form strong partnerships with other professionals to help close the gaps in children's learning.
• Staff support children's language skills effectively. They use descriptive language, simple sentences, and commentary. Children enjoy singing and dancing activities. Babies giggle and smile at staff as they sing their favourite rhymes and songs. They remember some of the actions, rolling their arms around and around as they wind up the imaginary bobbin. Older children love to dress up in their favourite superhero and princess outfits while dancing to popular music.
• Children follow the settings routines well. For example, they help with tidying away toys before lunch. However, the organisation of some transitions throughout the day means that children wait for extended periods of time. For example, babies sit waiting too long for the staff team to serve their lunch. Therefore, staff are not always able to give the support children need to remain engaged in meaningful learning.
• Staff keep parents informed about the progress their children are making. They share information about children's progress and next steps electronically and during face-to-face meetings. Staff share ideas about ways to support their children's learning at home, which helps to promote a consistent approach.
• Parents describe the setting as home from home and that their children are settled. They report they love attending the family events, exploring the setting, and getting to know the staff.
• Leaders and the staff team are dedicated to continually improving the service it provides. Staff report good well-being. They access online training that interests them. However, sometimes, monitoring of staff practice to embed the training is not focused enough to address inconsistencies in teaching and staff knowledge.

What the setting must and should do next

The provider should:

• enhance the staff teaching to precisely identify the learning intent for planned activities to focus more closely on what the children need to learn next
• refine the organisation of routines during the day to minimise waiting time for children
• enhance methods of coaching staff to identify areas for development that help to raise the quality of their practice to a consistently high level across all areas of the nursery.