Ketton Early Birds

What is it like to attend this early years setting?

Children who could not attend during the COVID-19 pandemic restrictions are eager to return and settle back into pre-school activities. They adapt well to the drop-off arrangements, which were revised due to the pandemic. Children develop close attachments to the warm and enthusiastic staff. This contributes to their high levels of self-esteem and strong sense of belonging.

Children demonstrate a positive attitude to learning and their behaviour is good. They share toys and often show kindness and consideration for others in their play. Children's physical skills develop well. They learn to run at a slower pace to avoid obstacles when playing a chasing game outdoors. Older children are keen to find out how things work and test out different ways to create a waterfall.

Children with special educational needs and/or disabilities (SEND) respond well to the attentive support provided by staff. They show that they feel safe as they begin to widen their interactions with others. Children know where to find the toys and activities that interest them the most. This encourages them to make choices and concentrate on tasks for longer periods of time. For example, children with SEND show increasingly high levels of focus and attention when exploring books featuring familiar animals.

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

• Leaders and managers are reflective and make changes to improve practice. Following a recent incident, the manager has actioned a new procedure to ensure all children arrive safely when collected from school. The risk assessment for school collection times has been reviewed and new safety measures put into place. This ensures children's safety.
• Staff have high expectations for children and support their learning well. Managers know what they want children to learn, and staff are clear about what they are teaching children. For example, staff skilfully weave mathematical concepts into daily routines, such as counting out the pieces of fruit when children help themselves to a snack.
• Managers swiftly identify when children are falling behind in their communication and language. Staff engage children in meaningful conversations throughout the day and help them to communicate their ideas. For example, staff ask children to describe what they are doing while exploring the tray filled with water. They introduce new words, such as 'experiment' and 'pipette', to extend children's vocabulary.
• Children are encouraged to follow their own creative ideas to the full. For example, staff are relaxed when children show an interest in splashing and splattering paint, offering larger sheets of paper and tools such as sponges. This inspires children to explore colour-mixing and printing with their hands.
• Children's health and well-being are promoted well. Staff give clear messages to children and their parents about the importance of physical play, good oral hygiene and limiting time spent in front of screens. Children benefit from healthy and nutritious snacks and know which foods are healthy. They delight in being active outdoors in the fresh air during most of the session.
• Parents are extremely happy with the setting and feel fully informed about their children's progress. They appreciate how the staff kept in touch with them when the setting was closed due to the COVID-19 restrictions. Parents welcome opportunities to attend training courses with their child's key person. These help support even stronger continuity in care and learning for children, including those with SEND.
• Staff help children to learn how to care for themselves. They make sure two-year-old children can access handwashing and toilet facilities easily, particularly when they are worried about using the toilet independently. Staff are good role models. They get involved in tasks, such as tidying up, to help motivate children to join in. This helps to enhance children's strong sense of responsibility.
• Some focus is given to ensuring children access resources that reflect the diversity of life in modern Britain and the wider world. For example, children explore photographs of buildings from different countries, before talking about how they are similar or different to their own house. Managers recognise that staff do not have regular opportunities to reflect on their awareness of gender stereotypes and how this may affect children's experiences.

What the setting must and should do next

The provider should:

• support staff to extend opportunities for children to challenge stereotypical behaviours and learn more about similarities and differences in people and communities.