Jacqueline's Gems @ Erith Park

What is it like to attend this early years setting?

Staff provide welcoming atmosphere where they greet children warmly at the door. Children often seek out staff for comfort and reassurance. They are happy and confident in the well-organised and stimulating environment. Children learn through their chosen play, and staff follow this to guide their experiences. Children are passionate to learn. For example, they take great delight in listening intently to stories that are familiar to them with staff.

Staff have high expectations of children. Children demonstrate good behaviour and attitudes towards each other. For example, they share resources and encourage their friend to try again. Children's interests are well catered for to enhance learning and build on what they know. For example, children draw treasure maps, and staff extend this activity by organising treasure hunts. They also use cardboard tubes and engage in imaginative play to gather treasure for another activity.

Children show confidence in problem-solving and overcoming challenges when faced with them. For example, they persevere when they try to catch toy fish in a net. Children show good resilience, especially outdoors. If they fall over, another child will help them up and they try again. Children are confident in asking questions and taking the lead in their own play, using extensive vocabulary.

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

• Staff establish strong links with the local community. They broaden children's experiences through various activities, including litter picking, visits to the library and trips to the nature reserve. Children speak enthusiastically about the bird feeders they have made and hung in the nature reserve.
• Children's communication and language development is a strong focus. Children listen intently to familiar stories and repeat the words and sounds they hear. Staff lead by example and introduce new words to enhance children's vocabulary. They also use visual aids and signs to support children's understanding and learning.
• Staff understand what children already know and what they need to learn next. Children make good developmental progress, which prepares them well for the next stage in their learning. However, staff are not always aware of the intent of learning outcomes for children in activities, which does not provide consistency at all times.
• Staff understand children's care needs and gather information about each child from the beginning. Staff have an inclusive approach and children show good levels of independence. However, staff do not always support children's dignity during care routines. This does not consistently help children to learn about respect for privacy.
• Staff develop strong partnerships with parents through good communication. For example, staff regularly share individual diaries and provide feedback at collection and arrival times. This supports consistency in children's care and learning.
• Parents give positive feedback and confirm that staff provide a warm and welcoming environment. They feel supported and say that communication is always clear and respectful. There is a strong key-person approach that is well established, and staff hold regular meetings with parents.
• Leadership and management are strong. The manager monitors and reviews staff's professional development. This helps to ensure that they have up-to-date knowledge and focuses on areas of improvement. The manager offers good support alongside regular individual meetings and caters for staff's well-being through a variety of activities.
• Children's behaviour is consistent. They demonstrate good listening skills and share well with their peers. Children show care and concern for others and respond well to regular praise from staff. For example, when another child becomes upset, they offer them toys to make them feel better. Children often show affection to one another. Staff are good role models and give clear expectations to children.
• Children are able to select appropriate clothing. For example, they put on waterproof clothing when accessing the garden in the rain. Staff encourage access to and actively engage in the outdoor environment. This is made available to children all day and is accessed in all weathers. Children are passionate in learning outdoors.

What the setting must and should do next

The provider should:

• strengthen staff's awareness of the importance of respecting children's dignity during personal care routines
• enhance staff's knowledge of the intended outcomes for activities, to provide consistency in children's learning.