Hardwicke Early Years

What is it like to attend this early years setting?

Staff greet children warmly as they arrive. They provide clear routines throughout the day, which enables children to feel secure and settle quickly.

The manager and her staff have recently adapted how they use the environment. They have developed this to ensure children benefit from all aspects of the curriculum in a purposeful and calm way. Children are focused within their self-chosen activities. They explore mark making with a range of tools, construct with connecting squares to create inventive items, enjoy dressing up with friends and share stories with adults. In the afternoon, they enjoy the space and freedom provided by the larger school field. Children run and chase after bubbles as they enjoy a sunny day. They are confident in their interactions with staff and each other.

Children behave well and are kind to their friends. For example, at snack time, they pass the plate across to friends who cannot reach. When it is tidy-up time, some collect the dustpan and brush to begin sweeping rice without adults reminding them. Staff regularly celebrate children's successes within the setting and give praise. This encourages the children to repeat these behaviours.

Parents are happy with the care their children receive. They describe how staff share information on an online application to show what their children are learning.

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

• The curriculum supports children effectively in developing the skills needed to start school. In particular, staff promote and encourage children to develop early language and literacy skills. They read stories and pause for children to predict or recall the word at appropriate points within familiar texts. Children listen then respond confidently, making predictions in pattern or rhyme within books.
• Staff encourage children to develop their physical development in a range of ways. Outside, children take it in turns to climb across stepping stones and balance across an arched ladder. Children are confident in their movements and move safely within the smaller garden space. Inside, staff support children to develop their muscle strength and early scissor control. They use opening and closing tools that allow children to scoop rice into pots. Children enjoy the process of learning while practising this tricky skill.
• Staff consider their assessments of children's next steps for learning when setting up activities across the setting. However, the delivery of some activities does not align fully with the learning staff wish to promote. For example, when taking a group of younger children to develop their emotions, staff take them to sit at a table with mirrors. They then simply ask children to make happy or sad faces, without a clear explanation of what these emotions mean in context. Children make the faces but quickly lose interest and return to other activities after just two or three minutes. The task is not well matched, and children do not develop new learning as a result.
• At snack time, staff organise children into smaller groups so that they can enjoy calming activities before eating. Each group remains with their key person, which supports the children in building relationships and feeling secure. When they have finished eating, staff involve children in developing good health and hygiene. They support the children to wash their cups and bowls in warm soapy water. Staff then finish the cleaning process, but children enjoy their involvement in this familiar routine.
• Staff support children to take turns and share resources. For example, in the sand tray, they use a sand timer and speak clearly to explain how much time there is until the next child's turn. Staff then praise children for waiting patiently.
• The manager has a good understanding of the areas for improvement within the setting. She holds regular supervision meetings with staff and takes account of their views when deciding any future training. In particular, she has improved safeguarding training and procedures for all staff, enabling them all to take a level 3 safeguarding course suitable for safeguarding leads. Staff are positive about the training they have received and its impact on their role.
• Staff use early years pupil premium funding well. They reflect on the curriculum to ensure new resources match children's learning needs, enabling them to make progress.

What the setting must and should do next

The provider should:

• strengthen the planning of activities so that they consistently align with children's next steps and offer sufficient challenge for new learning.