Humpties@StMichael's

What is it like to attend this early years setting?

Children thrive and enjoy their time at this friendly setting. Staff support children to settle well and place a strong emphasis on children's happiness and safety. For example, staff monitor the entrance and greet children and families warmly as they arrive. Children separate easily from their parents and show they feel safe and secure. Children understand established routines. They demonstrate good behaviour. This is because staff model respectful communication and encourage turn-taking in conversations. Staff listen to children and give them time to think and respond. As a result of this, children learn to listen to each other.

Kind, caring and experienced staff get to know children well. They take time to listen to them and celebrate their achievements. Children persevere and concentrate, sharing and taking turns. For instance, children devise a game where they take turns to fill jugs with water as they diligently wash the sit-in car. Children develop their communication and language ability. They have opportunities to practise their speaking skills and they sing familiar songs, joining in with repeated refrains. Staff praise children for following their instructions and listening well. Children have positive attitudes to their learning.

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

• Leaders have developed a broad curriculum and they establish what children know and can do when they start. The curriculum planning centres on exploring children's interests and identifying what each child needs to be learning next. Staff have a comprehensive knowledge of children attending the setting and confidently discuss the progress they have made. All children, including those who require additional support, make good progress from their starting points.
• Leaders oversee effective assessments of children's progress. This helps to ensure that children receive the relevant help and support they need. Staff plan a range of focused activities that children enjoy. Children have access to a variety of interesting resources, which inspires them to be curious. However, on occasion, staff do not plan highly challenging activities to help most-able children remain focused and build on previously acquired knowledge. For instance, sometimes planning of activities tends to focus more on children's interests, rather than building on what more capable children already know.
• Children's communication skills are progressing well. Staff provide a narrative for children as they play, modelling sounds and words. Children are confident speakers and ask questions. Staff engage children in meaningful conversations. They support children's developing self-care skills effectively and encourage good hygiene routines. Children wash their hands and clean themselves up after eating and playing. Staff teach children about healthy food choices and oral health. Children become competent and learn to take care of themselves.
• Children have daily opportunities to be outdoors and enjoy exercise. They develop large-muscle skills and control as they enjoy a dance session or use scooters to skilfully move around. Staff support children's interest in the natural world. They have created a minibeast area where children happily dig to find insects and worms to examine. Leaders deploy staff effectively so that children can make choices and become active learners.
• Parents are happy with the care that their children receive. They report that their children make good progress across a range of areas of learning. Parents are pleased with the level of communication they have with leaders and with their child's key person. They say that they receive regular updates about what their children know and can do. This helps them to extend their children's learning at home.
• Staff work in partnership with the host school. They share the progress children have made in their learning and development. This provides continuity for children. Staff well-being is considered and supported. Staff are encouraged and motivated to complete ongoing training. The pre-school leader monitors staff practice, provides support and is a good role model. Staff say that they feel their ideas are welcomed and that they are happy in their roles. Leaders have identified improvements they want to make to enhance children's experiences.

What the setting must and should do next

The provider should:

• support staff to sufficiently challenge most-able children to remain engaged in activities, to ensure they achieve the goals they are capable of.