Ladybird Preschool

What is it like to attend this early years setting?

Children arrive happily and are warmly welcomed by familiar staff. They are eager to play and explore the various exciting activities available. When new children join the setting, they have frequent visits to help them settle quickly. As a result, all children demonstrate that they feel safe and secure. They form close attachments to their key person, cuddling into them when they need extra comfort and reassurance. Children are deeply engaged in their play For example, they spend a considerable amount of time using all of their senses to explore jelly. Children show an interest in numbers, pointing at the different numerals they see on the test tubes as they fill them with jelly.

Children form friendships and happily play alongside each other. They are kind towards one another, sharing resources and offering their friends cuddles. When children struggle to manage their feelings, staff swiftly intervene to support them. This helps children to understand their emotions and learn how to respond appropriately. Children help to care for their learning environment. For example, they help to tidy up to get ready for the next part of the day. Children's learning is well supported by the dedicated and knowledgeable staff team. This leads to them making good progress and being well prepared for the next stage of their education.

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

• The manager has considered the impact the COVID-19 pandemic has had on children's development, and used this information to develop the curriculum. She focuses on supporting children's communication and listening skills and holding their attention through a combination of adult and child-led activities. This enables children to lead their learning and explore their own interests. Staff spend time getting to know each child. They know what children enjoy, and plan a range of activities to support their learning.
• Children develop into independent individuals. They are given lots of opportunities to do things for themselves. For example, they prepare their own fruit at snack time. Children's health and hygiene is promoted very well. Staff regularly remind children to blow their own noses and wash their hands after. Oral hygiene is included as part of the curriculum, and children have access to relevant resources to prompt discussion about oral health.
• Staff work alongside external professionals to provide timely and effective support for children. For example, they follow the strategies recommended by speech and language therapists to successfully develop children's communication. As a result, all children make good progress. The manager is passionate about supporting families and working in partnership with parents. This is reflected in the positive feedback from parents, who report being happy with the care and education provided.
• Children love to explore the garden area, independently getting their coats on in anticipation to go outside. When in the garden, they develop their gross motor skills. They show great determination balancing on wooden beams and using their legs to push themselves on ride-on cars. Children have a positive attitude to their learning and keep on trying hard when they come across a challenge. For example, they experiment with different ways to blow the bubbles, giggling with excitement as they watch them float away in the wind.
• Staff confidently explain what they want children to learn through their planned activities. They know each child as a unique individual and have a secure understanding of what children need to learn next. However, on occasion, during planned activities staff do not consider how to differentiate their teaching to meet the needs of the different ages and abilities. This means that some children, particularly the highest achievers, are not as challenged as they could be.
• Children enjoy listening to stories which are read enthusiastically by staff. They recall familiar parts of the story and focus well. Staff use story time to develop children's vocabulary. They talk to them about the meaning of different words, such as 'gigantic'. Therefore, children's literacy skills are well supported.
• The manager creatively enhances children's experiences. For example, she arranged for a local organisation to visit the setting and talk to the children about being safe when visiting the beach. She takes the children on outings, listening to the sounds that they hear within the environment. The manager ensures that additional funding is spent in a way that will have the most impact on children. For example, she used funding to create oral health packs for each child to take home.

What the setting must and should do next

The provider should:

• develop staff's skills in differentiating their interactions during activities, to provide a greater depth of teaching, particularly for higher achieving children.