Jack-In-A-Box Playgroup and Bee'Z Nee'Z Out Of School Club

What is it like to attend this early years setting?

Children are comforted and extremely supported when they first attend this setting. Their emotional well-being is given the utmost priority and children are very happy and settled as they are safe and secure. Children flourish and develop well. They have high levels of self-esteem and are extremely confident. Staff have high expectations, a nurturing manner, and embed well-established routines to help support children's impeccable behaviour.

Children are surrounded by reading materials. They learn an array of stories and rhymes, which encourages their language and literacy development. For example, as they talk about 'The Very Hungry Caterpillar', children enjoy telling their friends all about the plot, saying, 'look, he eats the mud to make him grow.' There are a wealth of opportunities for children to learn about the natural world. Children delight as they find bugs outside. They say, 'look, it's a caterpillar' and, 'oh, look, a millipede'. This demonstrates that children are developing a knowledge and understanding of the world around them. They use their senses to explore the unique staff-made pond area and the mud kitchen. They enjoy making mud spaghetti and serving it in their 'cafe'.

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

• Overall, the quality of planned learning is good. The leaders and staff have a clear intent of the curriculum. They provide a range of activities and experiences based on children's interests which support their learning. However, staff do not always adapt their teaching practice to extend the learning opportunities for all children during group activities.
• Staff do not teach children about the world they live in consistently well. Although they help children learn about religious and cultural celebrations, such as celebrating theme days for Armistice Day and the coronation, they provide fewer opportunities for children to learn about diversity. Children learn less about differences and similarities between themselves and others, such as different families.
• Staff provide many opportunities for children to develop their literacy skills. For example, children make marks using a range of tools and materials to help develop their early writing skills. Group activities include each child having a stick with ribbon attached to copy shapes, letters and lines to the music. As a result, children use movement with music to develop motor skills in preparation for writing.
• The support in place for children with special educational needs and/or disabilities is excellent. Leaders know children well and identify quickly when early intervention for further support is required. They work in partnership with parents and other agencies, adapting their approach to meet each child's individual needs. For example, staff use a visual timetable, ensuring all children are given enough time to understand the routine. This enables all children to be fully included and make the same excellent progress to prepare them for school.
• Leadership is very strong. Leaders provide highly effective support to enable staff to be successful in their role. They place a strong focus on staff's well-being. Staff say they feel well supported through regular coaching, supervision and team meetings. The manager encourages them to pursue further training to keep their knowledge up to date and raise their teaching to the highest level.
• Parents are extremely positive about the nursery. They have the opportunity to attend many enjoyable events at the nursery throughout the year. They comment on the wonderful learning experiences that the children get involved in and the nurturing relationships they develop with the friendly staff team. Comments include, 'the staff are amazing and they go above and beyond for our children.' Parents feel well informed and involved in their children's learning.
• Children's emotional well-being is supported very well. Staff encourage children to think and communicate. For example, staff and children discuss their emotions in the colour-monster book activity. Children confidently describe the emotions on the cards and discuss what might make them feel happy, sad or angry. As a result, children understand their feelings and emotions and use language to express how they feel.

What the setting must and should do next

The provider should:

• strengthen staff knowledge of how to teach children about differences and similarities
• ensure large-group activities support the learning needs of all children.