Hopton School House CIO

What is it like to attend this early years setting?

The manager and staff know children well. They build on what children know and can do to help them make good progress in their learning and development. Carefully planned and sequenced activities help children develop and retain skills and knowledge. Staff use children's ideas, celebrations and spontaneous situations to teach children well.

A recent interest in bears has captured children's imaginations. Staff created and took children on a hunt for a 'bear'. They followed clues to the local church and found the 'bear' hiding in a tree. Children eagerly recalled what they saw and did, and reassured others that the bear was a toy.

Children have fun learning outdoors. The manager and staff secured funding to redevelop the outdoor play space. Children have a growing area for fruit and vegetables. They enjoy collecting and counting the apples that fall from the tree. They know they cannot eat them as they are too small and might give them poorly tummies.

Children develop good physical skills. They ride on balance bicycles and pretend to be pirates as they climb onto the wooden ship on the pretend sea. They choose to climb the steps or walk up the slide to the wooden platform. Children know to wait for their turn and ensure others are not in their way before climbing up.

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

• The manager uses novel ways to stimulate children's imagination. At story time, she gathers props linking to the story, for example wellington boots, a teddy bear, a cardboard box, a colander and a torch. Children correctly guess that the story is about a bear going to the moon. As the manager reads, she acts out the story using the props. Children compare the boots, saying which are too big, too small or just right for the manager to wear. When using the colander as a 'space helmet', the manager asks children where they might find this in their homes and what they use it for. Children guess that it is in the kitchen. The manager explains its use and checks children's understanding. The manager leaves the book and props out for the children. They have great fun retelling the story using the props and recalling how the manager did things. They consolidate learning well.
• Children's behaviour is superb. They know where to find toys and resources. They concentrate brilliantly and show amazing consideration for others. Staff are on hand to support and extend learning. Older children put the Paddington Bear toy to bed and tell others that he has his marmalade sandwiches under his hat. Other children count the marbles as they put them down the marble run. They experiment with different height runs and make suggestions about which will make the marbles go faster. Children playing with the dough share it with others when they come to join them. They talk excitedly about how they can use the rolling pins to flatten the dough. They add shiny coloured beads, telling staff these are candles for their 'birthday cakes'.
• Staff reflect on their teaching and support children to learn well. They watch and see what children are doing. They adapt activities to follow children's interests and ideas. However, changes during the day are not planned or managed as well as they could be. Although children receive warnings about changes, staff do not explain clearly enough what they would like children to do. When getting ready to go outdoors, children know they need to get shoes and sun cream, and may need to use the bathroom. Staff do not plan ahead, so children get confused about what they are expected to do.
• Staff focus on increasing children's communication skills and vocabulary. As they talk with the children, they use new words, ask questions and check what children remember. Children turn take in conversation and listen to each other. They make 'cups of tea' in the water tray. They ask for others to 'please pass me the cup'. They explain how they are stirring the lemon slices and herbs in the water and comment on what it smells like. They choose to be different people, such as 'mum', 'dad' and 'big sister'. They make connections, saying that only the 'grown-ups' can have the tea as it is hot. Children are gaining the skills they need for moving on.

What the setting must and should do next

The provider should:

• improve the way staff let children know about changes during the day, so children receive clear messages and know what to do.