Little Bear's Day-Care

What is it like to attend this early years setting?

Staff have high expectations for all children to make good progress. They arrange the learning environment well, which enables children to quickly settle. Staff follow children's interests to help them to engage in their learning. For instance, when they act out a game of flying into space, staff enthusiastically bring the experience to life for children. Staff encourage them to prepare for their 'flight', such as making sure that everybody is on board and strapped in safely. They support children to share their thoughts and ideas. Children eagerly join in with these discussions and describe the plane ride as being 'shaky'. This provides them with opportunities to practise using different words during conversations.

Overall, children behave well. They actively engage in their learning, such as making 'cupcakes' in the mud kitchen and they show kindness as they offer these to staff. When children get upset and frustrated, staff respond promptly and appropriately, which helps children to modify their behaviour. Staff also teach children the language of emotions. They encourage children to talk about how they are feeling and what has happened to make them feel that way. Children talk confidently, showing that this is a familiar routine. This helps children to recognise the feelings of themselves and others.

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

• Leaders plan a broad and varied curriculum that aims to provide all children with a good start to life. They tailor this based on their knowledge of the children who attend the setting, so that it is relevant to their needs and stages of development. Staff understand the curriculum intent. This underpins their planning and helps them to precisely target activities to focus on what children need to learn next.
• Leaders and staff build strong partnerships with parents. They ensure that appropriate information is shared, such as children's home routines and health needs. This enables staff to get to know children well so they can develop secure bonds with them. This also supports new children to settle in well when they start attending the nursery. Parents are kept informed of their child's progress, and they are given ideas on how they can continue their learning at home. This helps to ensure that children receive consistent support in their development.
• Leaders and staff consider ways to build on children's understanding of the world. For instance, children enjoy frequent trips to the local village, either travelling by foot or by bus. They learn about the lives of others as they visit the local post office and care homes. Additionally, leaders invite parents and visitors to the nursery to teach children about their cultures and vocations. This enables children to develop their knowledge of people around them.
• Overall, teaching is effective and children receive good support in their learning and development. For instance, staff support children to adapt to changes in their lives. They plan activities that help children to prepare for new siblings at home. Staff resource these activities well so children can practise caring for their toy babies by changing their nappies and bathing them. However, at times, staff do not always consider ways to build on these interactions. At these times, children do not fully benefit from teaching that appropriately extends their knowledge.
• Staff support children to develop their mathematical skills. For instance, they sing counting songs. Children show a good attitude to learning as they join in with familiar words and actions. Staff encourage them to think about how many items are left when one is taken away. Staff give children time to work this out by themselves and share their answers, which helps them to process the information and connect their ideas.
• Children benefit from opportunities to begin to manage risks for themselves. For instance, as they ride their bikes, they learn to negotiate the space available to them and avoid collisions. Staff supervise them well and recognise when to step in to offer support. This helps children to develop an understanding of how to use the equipment safely.

What the setting must and should do next

The provider should:

• enhance the support for staff to understand how to build on their interactions to more fully develop children's knowledge and understanding as they play.