John McNeill Opportunity Centre

What is it like to attend this early years setting?

Children with special educational needs and/or disabilities are exceptionally well supported at this specialist centre. They arrive happily and are greeted by very experienced, patient, and caring staff. Children are confident to explore the setting and engage with staff, who all know them extremely well. Staff support children's emotional well-being very effectively. They carefully monitor children's feelings, using gentle touch and singing to sooth and calm children when needed. Behaviour is exemplary. Staff carefully prepare children for what is happening next, and children follow the routines extremely well. Children readily share and take turns.

Children flourish in the dedicated and individualised support they receive from staff. They develop social skills and learn how to communicate through words, gestures, Makaton and/or the picture exchange communication system. Staff provide consistently high interactions with children through targeted one-to-one and group activities, for example circle time, stories and phonics activities. Children are very often eager to join in, they concentrate well and show pride in their achievements. A child is delighted when they can blow bubbles for the first time. Children are developing their independence and are encouraged to make choices. They use pictures to select resources and choose their own snacks.

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

• The curriculum is exceptionally well planned and implemented. Staff have very high expectations for all children and ensure all children make progress through meticulous planning and targeted assessment.
• Staff well-being is of high importance to leaders and managers, who work exceptionally hard to support them. As a result, staff say they feel highly valued and part of the team.
• Staff have a very detailed knowledge of children's abilities, interests and challenges. The skilfully plan purposeful activities to engage and enthral them.
• Staff use highly successful strategies to communicate with children according to each child's individual needs and share this information with families. They provide transition cards for parents, which helps children feel secure and provides continuity.
• Children are developing a love of books. They listen attentively to 'The Very Hungry Caterpillar' and join in with some of the words and sounds. They explore the props with excitement. Books are shared with home via book bags to encourage further reading. Children use their fingers to track the words on the lines, which helps to develop their literacy skills.
• Parents and extended families are extremely well valued by managers and staff. A room is available for them to use throughout the sessions that their children attend. This enables parents to socialise, build relationships and support each other.
• Staff have high aspirations for children, they teach children the communication and social skills they will need for future life. They encourage children to be independent. For example, hanging up their coats, washing their hands and drinking from an open cup.
• Children learn about the world around them. They take part in swimming and horse riding sessions and have regular visits to the community farm. Visitors to the setting support children's understanding of important members of society, such as firefighters.
• Children enjoy a variety of physical activities outside and in the gymnasium. They ably climb the stairs to the slide and smile widely as they come down and are greeted by a member of staff. Children are encouraged to make marks with chalk, paint and water and to manipulate play dough with their hands and other tools.
• Partnerships with other professionals are very effective. Outreach and inreach sessions enable practitioners from other early years settings to learn techniques to support children who attend more than one setting.
• Parents and grandparents say they 'can't speak highly enough' about the setting. They feel very well informed about their children's progress and ways they can extend learning at home. They say it is 'like a family'.
• Children are extremely well prepared for their next steps in their education. Managers have excellent relationships with local schools and transitions are very well managed to ensure children settle well.