Judy's House Ltd

What is it like to attend this early years setting?

Highly qualified, nurturing and dedicated staff teach and care for children. They expertly engage children, maintaining their concentration, involvement and fascination in their learning. Children joyfully explore and experiment in the mud kitchen, making a pretend chocolate cake with their friends. They excitedly mix a range of 'ingredients' they find. Staff have exceptional knowledge of how children learn and develop. They extend children's vocabulary and thinking with questions, encouraging them to remember all the cake-baking stages. Children jump and clap excitedly as they confidently explain how many 'chocolate' pieces are in their recipe, which tools they use and how long the cake will take to cook.

Children make excellent progress and consistently show positive attitudes in their learning. Staff are exceptional role models. They deeply engage with children throughout the day, maintaining their attention and interest. Children mirror the gentle, caring and respectful manner that staff demonstrate to them. They take turns lifting logs as they look for worms, helping each other spot creatures. Children quickly settle if things do not go as expected, and they show resilience to carry on.

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

• The provider has developed an exceptional vision and curriculum for what it wants children to learn. It prioritises developing children's character to be confident, resilient and engaged future citizens. Staff expertly plan and adapt children's explorations of the natural environment to encourage critical thinking, problem-solving and self-challenge. Children are highly engaged and consistently apply the knowledge and skills they have acquired in the setting.
• Staff build strong relationships with the children they care for. They deeply understand children's individual needs. They respond by adjusting their methods to meet children's care needs and providing them with the extra time and support required to feel secure and ready to join their friends. Children feel safe, settle quickly and are motivated to participate in the rich learning experiences staff have prepared.
• Staff teaching and interactions with children are exceptional. Children learn to sit and listen in a group for extended periods of time, contributing ideas and working out calculations for themselves. They love using the skills and knowledge they have learned to correct staff when they pretend to make mistakes to check children's understanding. Older children accurately count and work out simple calculations, using their mathematical experiences from when they were younger.
• Children's use of language is impressive. They have meaningful, sustained conversations with their friends. Children independently select non-fiction animal guidebooks while they are in the woods. They lie in hammocks and perch on tree trunks as they discuss information about their favourite creatures, sharing pictures and asking questions. Children recall the lyrics to songs that they learn and recreate scenes from stories they have read, saying, 'We're hiding from the Gruffalo.'
• Children's engagement with the outdoor environment benefits both their physical health and their motivation to learn. They are physically active, going on regular walks to the woods where they play and learn. Children use simple resources to enhance their exploration of nature. They shine torches into holes under trees and enthusiastically share their discoveries with their friends. Children observe changes in the seasons and learn about the different types of fungi that they find, saying, 'Look, a turkey tail mushroom!' They excitedly recall the toad they recently found and are highly motivated to make new discoveries.
• Children's behaviour is excellent. They listen attentively and respond quickly to staff's instructions. They quickly arrange themselves in a circle, sitting on tree stumps, enthusiastic and ready to learn songs and share stories. Staff expertly teach children how to stay safe. Children know the risks and clearly explain these to one another and to visitors. Staff are well deployed and vigilantly monitor children's safety.
• Partnerships with parents are exceptional. The provider collaborates with parents to support their child's progress, development and well-being. Children's key persons communicate with families daily to share their child's learning experiences and care information. The provider organises parents' evenings and workshops to help families understand their child's needs and how to enhance their progress. Parents express that the provider has helped them become better parents to their children. They value their partnership with the provider as a genuine relationship, not just a process.