Karebears Childcare

What is it like to attend this early years setting?

Staff warmly greet children and parents at the door, and parents share good information to enable staff to know children's needs that day. Children quickly settle and are eager to chat to staff and engage in the activities. Staff are gentle and reassuring with babies and children so they feel emotionally secure, underpinning their ability to learn.

The ambitious curriculum and well-organised environment motivates children to become active learners. For example, babies pull themselves up to a tough tray to explore the edible sand. They crawl to resources that grab their attention, such as technology toys, pressing buttons and showing wonder when they find out what they can do. Older children choose where they prefer to play indoors or outdoors, developing a positive attitude to learning, such as eagerly joining a music and movement session in the garden. Children develop their physical skills and critical thinking as staff help them to work out how to wrap parcels. They are motivated to keep trying, extending their concentration effectively.

Staff know how to sequence children's learning so, step by step, children make good progress. For example, babies and young children learn to use scoops and spoons so that by pre-school they can manage tongs and pincers, picking up small items confidently. Staff prepare children well for their next stage of learning and eventual move to school.

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

• The new management team lead the setting successfully and have a strong staff team who work well together. Leaders support staff effectively in making meaningful observations of children's development. This enables them to know the children well and plan appropriately for their individual learning needs. Staff adapt activities accordingly so that all children benefit, including those with special educational needs and/or disabilities (SEND).
• Children of all ages enjoy stories, independently and with staff, indoors and outdoors. They listen and concentrate, engaging appropriately. Staff model language, add vocabulary and help older children to recall previous learning. Staff help them to use mathematical language in their play, such as knowing a container is 'full' or 'empty' and predicting how many scoops will fill it. They count with babies and sing number rhymes.
• Children behave well, and babies are happy. They all have lovely relationships with each other and staff, happily going for cuddles, knowing they will get a welcome response. Staff support older children effectively in managing their emotions and behaviour. Children eagerly take part in their self-chosen activities, listening well to instructions and taking pride in their achievements. For example, children with SEND exclaim, 'I did it!' and babies search, smile and point when asked, 'Where is it?'
• Staff provide good support to help children become independent. For example, older babies find their own coat and older children manage to put it on and help with the zip. Staff work closely with parents to support children's use of the potty and toilet so older children manage their personal needs successfully. Children pour drinks, peel fruit and butter their crackers at snack time, supporting their skills even further.
• Children have good experiences to develop their awareness of safe and healthy practices. For example, they learn to cross the roads safely on outings and climb to a height they feel safe. Children help themselves to drinks of water and wear coats in cold weather. Staff engage them in talking about healthy eating and care of their teeth.
• Leaders provide good role models for staff and are committed to providing a high-quality provision. They observe staff's interactions with children and feedback on ways to improve. They help staff to evaluate their own practice and attend training to help ensure that all children receive good quality teaching. However, staff do not always use good-quality open-ended questions with older children or give babies enough time to engage in babbling.
• Parents are incredibly positive about the setting, confirming how well their children are progressing. They share important information to support children's care and development at home and at the setting. Leaders contact other settings children also attend if children have SEND or if leaders have any concerns, although this is not consistent for all children. Parents appreciate how staff work with them to support children's behaviour and potty training. Parents comment on the setting being a 'home from home' for their children.

What the setting must and should do next

The provider should:

• focus staff development on giving babies enough time for babbling and building on ways to ask older children questions to enhance their thinking and language skills even further
• strengthen partnerships with other settings children attend to plan more consistently for all children's next stages of development.