Lighthouse Club

What is it like to attend this early years setting?

Children enjoy attending this friendly and welcoming setting. They arrive enthusiastically and are greeted by staff with warm smiles. Children chat away to staff, demonstrating that they feel safe and secure in their care. They confidently follow the routines established within the setting. For example, children independently hang up their coats and pack away their bags as they arrive and wash their hands before eating. They engage immediately in the many exciting and fun activities planned by staff for them to enjoy. For example, children examine fir cones under a microscope and are encouraged by staff to describe what they see. This ignites children's curiosity and staff provide information about nature for them, developing their understanding of the world around them.

Staff make good use of stories, songs and puppets to support children's developing language. For example, they sing songs to help children learn the names of the days of the week. Children's early literacy skills are promoted by staff. This prepares them well for the next stage of their education at school. For example, staff teach children to recognise sounds and identify objects that begin with similar sounds. Children smile with pride as they confidently recognise car and carrot as words beginning with the sound of the day. Staff extend children's vocabulary effectively as they introduce new objects, like castanets. They reinforce children's learning, as they sing songs about clicking castanets.

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

• Leaders and staff plan and implement a curriculum designed to prepare children well for the next stage of their education at school. They sequence learning to build on what children already know and can do and employ a topic-based approach in response to children's personal interests. Leaders and staff recognise the importance of working in partnership with parents and other professionals to support the learning of children with special educational needs and/or disabilities. This collaborative approach helps all children make good progress in their learning.
• Children learn about healthy lifestyles. Staff talk to children at snack times about the nutritious fruits they eat and how they are good for them. Children engage in a range of activities that supports their physical development. For example, children develop dexterity and balance as they enjoy dancing with scarves and excitedly jump in puddles as they play outside. Children draw in trays of oats, using their fingers and paintbrushes to form letters. This promotes early writing skills.
• Children have opportunities to run around in the fresh air and participate in outdoor play. For example, while watching ants emerge between paving slabs, staff describe how ants are strong and work together to carry things, like leaves.
• This interaction supports children's developing knowledge and understanding of nature. However, staff do not consistently plan activities or provide resources for children to explore and enjoy using during outdoor play. For example, children playing in a toy kitchen lose enthusiasm in the activity as cooking utensils and other resources are unavailable. This sometimes limits opportunities for children's learning.
• Staff consistently promote good behaviour by engaging children in games, where they learn to take turns and share. Children are kind and demonstrate consideration to their friends. For example, children cheer their friend's success while playing games of hopscotch and wait patiently for their turn. Staff regularly praise children's efforts and achievements, boosting their self-esteem and confidence.
• Children engage in a range of activities that supports their learning in all areas of their development. For example, they are shown pictures of seahorses, and staff support children to describe the differences they see. They develop mathematical language as they identify the 'longest' and 'shortest' seahorses. Children explore adding rice to paint and talk about the change in texture, before painting pictures of sea creatures. Their confidence builds as they learn to make choices and express their thoughts about the colours they use to create their paintings.
• Leaders and staff routinely assess their practice, to identify areas for ongoing development. For example, staff attend training to develop their knowledge of how to use puppets and books to support children's language and communication skills further. Staff feel supported by leaders and attend regular supervisions. This promotes positive working relationships that benefit the learning of all children.
• Parents are pleased with the care provided for their children at this setting. They are impressed by the knowledge their children gain, such as naming the planets in the solar system. Parents appreciate the feedback given to them about the progress their children are making. They believe their children demonstrate high levels of independence and that they are well prepared for their move to school.

What the setting must and should do next

The provider should:

• enhance learning opportunities and resources for children when playing outside to fully extend their learning.