Heaton Community Centre Childcare

What is it like to attend this early years setting?

Children arrive with big smiles, ready to play and learn with their friends. The kind and attentive staff give children a warm welcome. Children quickly become engaged in appealing activities. They share their news from home with their friends during 'welcome time' and show confidence in the group. Staff's supportive approach puts children at ease. Children develop a strong sense of belonging in the setting.

The curriculum is broad and balanced. Staff take account of children's interests when planning activities that help them to learn more. They weave new skills and knowledge into fun activities. For example, staff model new words during play, which helps children to extend their vocabulary. They make suggestions during imaginative games that encourage children to think and expand on their ideas. Overall, this helps children to make good progress in all areas of learning.

Staff show respect for children. They give them choices throughout their day, such as when they vote for which story they would like to hear. This teaches children about important values, such as fairness, and encourages them to listen to others and consider their needs. Staff model positive behaviours. They plan games where children must take turns and be patient. Children learn right from wrong and develop an understanding of how their actions impact on others.

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

• Children are eager and curious learners who try their best. Babies explore sounds when shaking musical instruments. Toddlers try hard to make dinosaurs with dough. Older children show remarkable imaginative skills while playing with toy animals. They create detailed stories and work with friends to act out their ideas. Staff support this well, giving children plenty of time and space to develop their own ideas.
• The curriculum is flexible and takes account of the ages and stages of development of children attending. For example, staff provide shorter activities at the beginning of a new term when the group is mostly younger children, then build on this as they develop. This reflects a good understanding of how children learn and demonstrates progression in the curriculum.
• Staff use accurate assessments to help them to quickly identify children who may need more support with their learning. They take swift action and work in partnership with parents and carers and other professionals to help children to make the best possible progress.
• Staff work alongside children during play to teach them new skills and knowledge. Generally, this helps children to build on what they know and can do. However, occasionally, when children's key persons are not present, staff are less clear about the priorities for their learning. Teaching is, at times, less focused and does not help children to achieve particular aims for their learning.
• The arrangements to welcome new children are highly effective. Staff work closely with parents to create personalised plans to help children to settle in. Babies quickly develop bonds with familiar staff, whose warmth, kindness and close attention help them to feel safe and secure. They become increasingly confident to explore the environment.
• Staff support children's good health well. Children benefit from plenty of fresh air and exercise. For example, they use climbing equipment and ride bicycles in the courtyard. Staff provide further activities, such as yoga sessions, that help children to develop balance and coordination.
• There is a strong focus on helping children to be independent. For example, staff encourage them to keep trying when attempting to zip their coat. Older children manage their own needs, such as washing their hands and cleaning their face. Younger children collect their nappies and clothes and carry them to the bathroom ready to be changed. They show pride in helping staff and managing tasks by themselves.
• Leaders are committed to ongoing improvement. They share ideas from their professional development that build on the quality of education. For instance, they have strengthened the curriculum for literacy by providing more varied opportunities for early writing. However, professional development for the staff team is not yet sharply focused. For example, some staff have not yet taken steps to deepen their understanding of effective care routines to ensure that children's needs are met even more consistently.
• Parents' feedback is overwhelmingly positive. They speak of staff's unwavering support for the whole family. Parents value staff's excellent communication. They welcome advice and support about how to support their children's learning at home.

What the setting must and should do next

The provider should:

• support staff to share more information so that teaching remains highly focused when key staff are not present
• sharpen staff's professional development to further improve the good quality of care and learning.