Haylands

What is it like to attend this early years setting?

Children enjoy immersing themselves in play and learning. They love mixing their own play dough, observing the changes in texture as they stir. Staff skilfully model vocabulary that children use to describe what is happening. Children enjoy re-enacting events with staff. They go on imaginative adventures together to the Sahara Desert. They look where they need to go on a map, plan what to take, pack their bag and travel on a pretend aeroplane. Playing outdoors is also a favourite among children. They stay physically active by digging heavy gravel into buckets, practising their balancing skills on the climbing frame and enjoy feeling part of a group by taking part in parachute games.

Children feel understood and valued. They feel part of a community as they participate in celebratory events with older children in the on-site school. Children form positive relationships with staff and other children. Staff make time to get to know each child individually, identify their needs and respond quickly by making necessary adaptations to the environment, particularly for children with special educational needs and/or disabilities.

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

• Leaders design an ambitious curriculum that aims to instil children with confidence and independence. Through a balance of planned and child-initiated activities, staff inspire and teach children about the world through meaningful learning experiences. Leaders introduce themes, such as 'growth and decay.' Staff engage children in conversations to build on their existing knowledge. Children collect leaves, twigs and stones and explain how these make homes for insects and minibeasts. Children are highly motivated and persevere even when faced with challenges.
• Staff facilitate children's learning by offering engaging activities that encourage exploration. Children create art using various materials to make decorations for their coronation celebrations. They encourage children to experiment with different amounts of paint that they spin on paper in a salad spinner. When it seems like it will not work, staff suggest alternative approaches and prompt children to try new ideas. Children see their perseverance pay off and feel a sense of achievement.
• The staff effectively support children's vocabulary, particularly in mathematics. They offer engaging objects for children to count and actively participate in their play, modelling the language of shape, number and comparison. Children enjoy engaging with staff and eagerly discuss numbers with them. They choose number books that staff read and ask mathematical questions. Children confidently join in discussions.
• Staff are skilled at teaching children the knowledge and skills that they need.
• They plan circle time activities so that children learn to sit, listen and sustain their concentration. They read stories, sing songs and play group games. However, occasionally, staff do not always have high enough expectations of children's learning and do not enable some children to show what they are most capable of.
• Staff have good relationships with children. The children show a positive attitude towards one another. They eagerly participate in their activities and are willing to try new things. Children feel delighted when they have the role of a 'mini teacher' for a day. They take on extra responsibilities, such as reminding their peers when it is time to clean up. Children learn about healthy food choices and create their own snacks for a picnic. They practise culinary skills by spreading butter on their bread and cutting vegetable slices.
• Leaders and staff develop strong parental partnerships. They provide workshops that help support parents with their child's development. Parents receive frequent updates on their child's progress through online journals and regular meetings. Parents appreciate that staff help prepare children to be ready for the next stages of their development. They value the collaboration between leaders and schools in ensuring a smooth transition for children.

What the setting must and should do next

The provider should:

• ensure that staff have high expectations of children during planned activities so that they can demonstrate their knowledge and skills to the best of their ability.