Ladybird Childcare Ltd

What is it like to attend this early years setting?

Children arrive happy and eager to attend the bright, spacious and well-organised pre-school. All children settle quickly on arrival and develop strong attachments with their key person. Staff take time to talk to parents and children so that they can share news about home life or important events, such as holidays. Children feel safe and secure and are well cared for, which supports their emotional well-being. Children relish their time outside and demonstrate good physical dexterity. They balance on the sandpit's wooden beams and navigate obstacles as they ride trikes. Staff teach children to take appropriate risks and challenges as they play, building their confidence and self-esteem.

Staff have high expectations of children, especially regarding their behaviour. Clear, gentle and consistent reminders help children learn what is expected of them. Children show an awareness of routine. Staff show them how to tell the time. Children are beginning to recognise numbers and know there is a big hand and a small hand on a traditional clock face. They help each other to tidy away resources, quickly following the instructions given by staff. Pre-school children develop their imaginative skills as they go on a dinosaur hunt and create a dinosaur narrative out loud as they stomp. Children are engaged, motivated and show positive attitudes to their learning.

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

• The owner and manager design a structured yet individualised programme of activities, to help children learn new knowledge and skills. This is built on over time, as staff identify children's next steps of learning and development. Children are supported to access a broad and balanced curriculum, which follows their interests overall, and builds on what they already know and can do. Children, including those receiving additional funding, make good progress.
• Staff show a good understanding of their role as a key person. They gather children's starting points from parents. Staff work collaboratively with parents; together, they determine next steps in learning for their children. They share ways that parents can build on their children's learning at home. Children develop an interest in books and enjoy listening to stories read by staff. In addition, they borrow books from the setting to read at home with their family.
• Children are supported to make good progress in mathematics. This is because staff use mathematical language throughout activities and conversations. For example, staff sing songs that use numbers and positional concepts. Children independently use mathematical words, such as 'long' and 'short' to compare and spontaneously count out loud as they play.
• Children display positive attitudes towards learning. Staff are very curious about what children know and can do. They invest time and effort observing children's skills. Children benefit from the warm and nurturing interactions. However, staff do not always make the best use of group learning experiences to challenge children's thinking and extend their learning to the highest level.
• Children learn different ways to keep themselves healthy. Children show a good awareness of hygiene procedures. They immediately wash their hands when they come into the building. They have plenty of time every day to play outside in the fresh air and get lots of exercise. Children learn about the world and where food comes from. They grow their own produce outside, in the pre-school allotment. Through brushing activities, they learn how to keep their teeth healthy.
• Children happily move between the different areas, choosing what they want to play with and transporting objects freely. There is a strong emphasis on good communication. Staff effectively use songs, books and small-group work to develop children's speaking. They model good pronunciation. Staff are ambitious when supporting children who speak English as an additional language. They learn and use common words and phrases from children's home languages.
• Children behave well. They have a good understanding of what staff expect of them. For example, children help to tidy up when requested. They share and take turns as they scoop and fill their spades with sand. Children are developing good social skills and form firm friendships with their peers.
• Parents speak highly about the nursery and comment on the progress their children have made. They express their gratitude for how much staff have helped them develop as parents and the constant support they provide to families. Staff include parents in all aspects of their children's learning. Children are well supported during transition into the nursery and in their move on to school.

What the setting must and should do next

The provider should:

• strengthen systems to ensure that the next steps in learning are consistently known by all staff and that every activity planned to support next steps is fully effective in order to challenge children's thinking and maximise their learning.