JGB Active Daycare

What is it like to attend this early years setting?

Staff help children feel safe and have a sense of belonging at this friendly setting. Children arrive happily and respond to the warm welcome from the staff. Children are pleased to see their friends. They take them by the hand to walk in together. There is a clear emphasis and commitment at this setting to develop children's physical skills and their understanding about the benefits of a healthy lifestyle. Staff have training to teach children to safely learn skills, such as forward rolls, log rolls and how to safely climb up to the balancing beam. Staff demonstrate to children how to move like animals in a favourite story. Children are excited to join in, they jump, hop and flap their arms like wings. Staff encourage less confident children to try new things and praise them for their efforts.

All children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language are curious about the activities on offer. With encouragement from staff, they show sustained interest and concentration. Staff know the children well and plan the curriculum effectively so all children can build on what they know already. Children make connections with stories whose themes thread through several activities. Toddlers listen to a familiar story and then explore toy animals and hay. They know the names of the animals and feel the texture of the hay. Children show positive relationships with each other and the staff. They are confident and familiar with the routines.

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

• The management team work well together to support the staff. Effective communication and ongoing training help to ensure staff's knowledge and understanding is kept up to date. The management team work regularly with the children and staff in the group rooms so they fully understand what staff practice is like. This helps them to provide support and reassurance for children and staff that promotes their well-being.
• Staff promote children's communication and language skills effectively. Staff speak clearly to children and give them time to share what they have to say. Babies look intently at staff's faces when they speak and sing to them. They smile, giggle and wave when staff wave to them. Toddlers begin to use numbers as they are encouraged to count ducks in the water tray outside. Pre-school children have lively conversations during their activities and staff introduce new vocabulary as they play. Children with SEND and those who speak English as an additional language are supported well with their communication. Staff adapt their language and use signing to ensure children understand.
• Children thoroughly enjoy the enthusiastic and engaging interactions from staff as they play. Staff are effective in their teaching. They encourage children to think about how to extend their own learning as they suggest other resources to add to their play, such as small scoops and pipettes to transfer water from a tray. However, at times staff get called away from the activities to deal with other tasks and this results in some children losing interest and their learning being interrupted.
• Staff promote children's independence skills. Toddlers and pre-school children help prepare their own snacks. They peel and slice bananas and cut grapes in half. They are supported by staff to serve themselves at lunchtime.
• Staff are attentive to children and overall, they recognise when children need support. Babies are cuddled when they are bottle fed and staff promote their physical development as they hold babies hands when they want to stand up. When children are upset, staff give them comfort and reassurance. On occasion however, staff do not notice when children need help with basic care needs to promote their well-being and comfort.
• Staff successfully help children to begin to recognise and manage their feelings and emotions. Children respond positively to the clear and consistent reminders from the staff about the expectations for behaviour. Staff clearly and gently guide children to be kind to one another. They take time to help children talk about their feelings and learn how to channel these in positive ways.
• Partnership working is effective. It is based on honesty and working together for the benefit of the children. Staff develop good communication with parents, so they know about their children's care and learning. The consistent approach between staff, parents and other agencies who are involved with children contributes to children's welfare and helps ensure their specific care needs are met.

What the setting must and should do next

The provider should:

• strengthen the organisation of activities so staff can continue interacting with children and promote their learning without being distracted with other routine tasks
• extend staff's awareness so they consistently meet the personal care needs of all children to promote their well-being and comfort.