Kiddiewinkles Eccles

What is it like to attend this early years setting?

Children arrive at the setting eager to greet the staff team with big smiles and hugs. They sit happily together at breakfast time. Staff support children to learn independence by providing lots of opportunities for them to practise these skills. For example, children demonstrate their independence as they pour milk on their cereal. Children are happy and engage well with the activities provided. Staff provide real-life experiences for the children to take part in. For example, children cut and grate real carrots in the pretend kitchen. This helps to develop their creativity and physical skills.

The management team and staff have an excellent knowledge of what children are currently working towards. Staff are good role models and help children to understand the rules, such as lining up before they go outside. Managers have designed the curriculum to focus on children's individual learning needs. They use the environment well to provide exciting opportunities for children. Staff also talk to children about what makes them unique. For example, they encourage children to look into the mirrors and describe what they see. This generates discussions about differences, such as eye colour. This also helps children to understand differences between themselves and their peers.

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

• The manager is extremely knowledgeable about special educational needs and/or disabilities (SEND). This knowledge is shared well with the staff team. As a result, staff have a good understanding of how to support children with SEND. For example, they wear lanyards with pictures to help promote children's communication and language. This helps children to understand what is being asked of them and what will happen next.
• Staff have a good understanding of what children know and can do. They establish secure and trusting relationships with all children, which gives them a good sense of belonging. Children approach staff for a cuddle. This further supports their emotional well-being.
• Overall, children are engaged and happy in their play. However, staff do not manage transitions well enough. For example, as children come in from outdoor play, they sing, dance and run around the room. As a result, they are too excited to engage in the focused activity and story session that follows. This interrupts their learning.
• Parents speak highly of the setting and the staff team. They explain how staff have helped them to implement strategies to support their children's learning at home. This partnership working has made it easier for parents to better understand and meet their children's individual needs. Parents particularly recognise the progress their children have made at the setting.
• Despite minor gaps, staff plan activities that meet children's individual learning needs. For example, as children explore ice, staff use age-appropriate language and introduce new words, such as 'smash' and 'cold', which helps to extend children's vocabulary.
• The curriculum for the most-able children is not consistently ambitious. For example, the most-able children are not always given opportunities to learn more complex vocabulary. As a result, they are less engaged in activities that focus on using single words. They become disengaged and wander off looking for something else to do.
• The manager has effective procedures in place for new staff, which ensures they fully understand their roles and responsibilities. Staff attend various training courses and have regular supervisions. This helps to ensure that staff are confident within their roles. Overall, staff work hard to create a harmonious environment for children.
• Staff help children to understand the importance of healthy eating. They provide a variety of freshly cooked meals for children. As a result, children eagerly try new foods that they do not eat at home. Staff have also adapted the menu for children who have sensory needs. This ensures they are fully included in the lunchtime routine.
• The support for children with SEND is exceptional. Staff have robust strategies in place to ensure that children with SEND make considerable progress from their starting points. For example, staff are skilled at assessing children's capabilities. This helps them to plan precisely for children's next steps in learning.

What the setting must and should do next

The provider should:

• provide a consistently ambitious curriculum for the most able children
• improve transitions within the setting to ensure they are smooth and well planned to support all children.