Jack In The Box (Bosbury) Ltd

What is it like to attend this early years setting?

Children benefit from opportunities to grow their resilience and independence and become great problem-solvers. Leaders and managers encourage children to predominantly learn outdoors. Staff use the indoor space for key times, such as mealtimes, toileting and small-group activities. Staff organise invitations to play to promote children's curiosity and develop an awareness of the world around them. This enables children to gain a wide range of skills and knowledge that they need to prepare them for their next stage of learning.

Children are curious, confident and happy. They have a good understanding of boundaries, routines and the setting's expectations. Staff sensitively guide children to make the right choices to keep themselves healthy and safe. As a result, children behave well and they are keen to make the right choices. For example, children build a tower using crates, which they are able to climb on. When children reach the top, they reflect on the height of the tower and decide if it is too high to jump off. They independently take one crate off to ensure that they can jump and land safely.

Children benefit from strong attachments with staff. Staff work well to gather detailed information to support children's transition into the setting. Children settle quickly, and confidently explore the activities that staff have set out for them.

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

• Staff provide a language-rich environment. Children show a love of reading. They choose their favourite books, which staff read to them enthusiastically. Staff develop children's vocabulary well, which supports their overall learning. Staff recognise when children may need extra support with speech and language. They quickly put actions in place to ensure that children's learning is supported.
• Children behave very well. Staff encourage children to regulate their own emotions. Children reflect on their behaviour and talk about what makes them a good friend. Staff encourage children to be aware of what makes them unique. For example, during a group activity, children discuss the different skills that they are good at and praise other children for their strengths and abilities. This helps to develop children's confidence and respect for others.
• Children enjoy a range of healthy snacks and lunch. Staff are great role models and sit with children to eat the range of healthy food on offer each day. They use this time as an opportunity to talk about where foods come from. For example, children spread honey onto their bread independently. They enjoy trying different types of honey and compare the taste, textures and colour.
• Staff have strong links with parents and other professionals to support children with special educational needs and/or disabilities (SEND). Leaders ensure that children who are in receipt of funding benefit well from it. For example, leaders provide high staff ratios and additional resources to enable children with SEND to reach their full learning potential.
• Staff speak positively about their role. The manager promotes staff's well-being. For example, there is an open-door policy and they have termly well-being breakfast clubs. New staff receive a thorough induction, ensuring that they are well equipped to begin their role. Staff comment on how managers provide them with opportunities to develop their skills and extend their knowledge through training.
• Leaders and managers have high expectations. They regularly evaluate the quality of the provision and their curriculum to ensure that all children's needs are met. However, leaders do not monitor the quality of teaching as well as possible to identify where staff need further support. Some staff are not fully successful in adapting their teaching and interactions in response to children. This means that children do not benefit fully from some teaching experiences.
• Children have lots of opportunities to develop their mathematical thinking and language. Staff weave mathematical learning into children's activities. For example, children use pastry and cheese to bake their own cheese twists for snack. They count the number of pastry strips they need and identify what makes a whole piece and how to make a half.
• Partnerships with parents are positive. Parents speak highly of the staff at the setting. They comment on the detailed verbal handover that they receive daily, as well as the termly reports that outline their child's learning and achievements. Parents praise staff for 'going above and beyond' to support children.

What the setting must and should do next

The provider should:

• monitor the quality of teaching more precisely to identify where staff need further support to extend their practice so that all children receive the highest quality of teaching.