Highfield Hoppers Ltd

What is it like to attend this early years setting?

The programme of learning offered is broad and fun and supports children's thirst to learn. Staff deliver sessions called 'forest fun' to teach children about nature. For instance, with close supervision, children enjoy picking wild berries and talk about how fruit grows. Staff discuss with children how and why bees and wasps pollinate. Through their curiosity and intrigue, coupled with quality teaching, children develop a sound understanding of the world around them. Staff recognise their role as teachers and their participation in children's play is focused and targeted. They make suggestions to guide and extend learning. For instance, during role play, staff encourage children to make five cups of tea and share their imaginary cake 'equally and fairly' among their friends. Children develop their mathematical counting and numeracy skills through this largely imaginative game.

Children show maturity in their social skills as they begin to negotiate with each other and play cooperatively. For example, staff encourage children to take turns during a game of hide and seek. They work as a team to find their friends and show fairness and respect in their playful interactions. Staff join in this game and children relish the excitement and enjoyment this cooperative play offers. Staff promote children's good health and plan activities to enhance children's physical activity. Children have frequent opportunities to play outdoors and enjoy daily fresh air and exercise. Trips to local parks and walks to the nearby amenities extend children's physical movement. Furthermore, children enjoy healthy and nutritious breakfasts and snacks. Children begin to understand the importance of healthy eating and are eager to try new foods, such as blueberries, for the first time. Children who attend this setting are supported to be happy, curious, resilient and make good all-round progress.

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

• Routines are consistently implemented by staff and well understood by children of all ages. Everyone knows what to do and what is expected of them. As such, the setting runs smoothly and day-to-day tasks are completed with ease. Children are cooperative, helpful and polite.
• Relationships shared between children and staff are based on a secure foundation of respect and kindness. Staff lavish children with plenty of praise and encouragement, which successfully builds their confidence and self-esteem.
• Staff plan a wide range of high-quality activities and games. Each activity has clear purpose and intent, to build on what children already know and can do. This means children receive increasing levels of challenge in their play and make good progress.
• Every child's uniqueness is celebrated in this truly inclusive setting. Staff adapt and carefully differentiate their practice to meet children's differing needs and abilities, and everyone is supported to flourish and reach their full potential.
• Partnerships with parents are good. Staff use many ways to communicate with parents. For instance, they share updates and photos about children's experiences securely online. Detailed verbal discussions are valued by both staff and parents to share information about children's ever-changing care needs. Effective and open communication helps to ensure parents are kept up to date and promotes consistency for children.
• Staff continually talk to children and ask interesting questions. They support older children to engage in back-and-forth conversations, sharing their opinions and ideas. Younger children hear plenty of new words in this language-rich environment, and their emerging language skills are equally well supported.
• Families benefit from the expertise of experienced and suitably qualified leaders and managers, who strive to create a happy and safe space for children. Leaders and staff meet collectively in productive staff meetings. Together, they frequently reflect on the quality of the provision and identify areas to develop. This collaborative self-evaluation works well to drive improvements and benefits the children and families who attend.
• Staff and leaders recognise the value and importance of ongoing training. They engage in some professional development. However, this is not always targeted in areas that would most benefit their practice and, therefore, have the greatest impact on children.
• Staff are enthusiastic teachers, and their energy successfully promotes children's enjoyment in learning. However, sometimes, staff distract children with new tasks before their play concludes. This occasionally interrupts children's deep focus and concentration.

What the setting must and should do next

The provider should:

• extend the programme of professional development to enhance staff's skills even more, in order to impact on outcomes for children
• help staff to understand how to minimise distractions to ensure children have opportunity to fully focus and engage in sustained concentration.