Humberston Country Club Pre-School

What is it like to attend this early years setting?

Staff greet children warmly when they first arrive at the setting. They engage children in conversations, which help them to feel valued and welcomed. Children take off their coats and shoes and put on their indoor slippers independently before quickly settling down to an activity that interests them. Staff praise children when they achieve a learning goal, for example, in the loose parts area, when children successfully screw nuts and bolts together. This helps to increase their confidence and sense of self. Children behave well. Staff share strong bonds with children. They are kind, caring and empathetic to children's needs, offering support and encouragement where needed.

Managers have a clear understanding of what they want children to learn. The curriculum has a strong focus on children's physical development and growth. This is seen throughout the day, where there are plenty of activities that support all children to achieve their developmental milestones. For example, staff support children to develop their physical skills when children enjoy access to a dance studio, a large outdoor area, as well as playing fields every day. The setting offers a wide variety of sports, such as tennis and yoga. This helps to support children's muscle control and coordination.

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

• Staff support children's personal, social and emotional development. They encourage children to interact well with their friends and learn the daily routines. As a result, children confidently make decisions about their activities and develop their independence. For example, very young children put their coats and boots on when getting ready to go outside and help to tidy up. Children play with confidence and interact well with their friends and staff.
• Staff promote good communication and language, such as by asking open-ended questions. This allows children to extend their language and grow in confidence. However, staff do not always think clearly about what they would want different age groups of children to learn during adult-led activities. For example, they expect younger children to be able to count to 20. This means that children do not engage fully during some adult-led activities.
• Children benefit from the wide range of activities as they develop in all areas of learning. For example, they make shapes using different-coloured dough and rolling pins. This helps to support the development of children's fine and gross motor skills. Staff have good relationships with children and incorporate early mathematical skills into activities. They plan activities to support children's interests.
• Partnership with parents is effective. Parents are positive about the information they receive through the parent app, which staff use to keep them updated about their child's routines and progress. They state they chose the setting due to the wide range of activities offered to their children.
• Staff regularly assess and evaluate the progress children make from their starting points in development. This helps staff to quickly identify any gaps in children's learning and, overall, implement effective activities and experiences. This ensures that children make good progress in their learning and development.
• Managers hold regular meetings with staff and support their well-being. They offer staff opportunities to promote healthy lifestyles and are sensitive in their approach to staff's welfare. This helps staff to feel valued and secure. However, managers do not focus staff's professional development on enhancing their skills and knowledge to an even higher level.
• Staff teach children how to maintain a healthy lifestyle. Children wash their hands before eating and after personal care routines. They wipe their own noses. Staff encourage children to run as a warm up and increase their heart rate indoors. Children develop their large motor skills, such as they balance and jump from steps. Children have lots of opportunities to be outside in the fresh air. Staff promote children's physical development well.

What the setting must and should do next

The provider should:

• think more carefully about what individual children need to learn next during planned adult-led activities
• focus staff's professional development to enhance their knowledge and skills to an even higher level.