Little Ducklings Creche

What is it like to attend this early years setting?

Staff welcome children and families into this caring and nurturing creche. Staff form positive relationships with children and their families. Children are happy and excited when they arrive. They look forward to seeing their key person. Staff know children and families well. They find out information about children from their parents before they start. Staff ask about children's likes and dislikes and what comforts them. This helps children to settle quickly. Children feel safe and secure.

Staff plan activities to give children a wide range of experiences. They have high expectations of children's behaviour. Staff give clear instructions to children. Children learn the rules at group time and join in with the staff as they say 'good listening' and 'good looking'. Staff encourage children to keep on trying. They praise them for their efforts. Children's behaviour is good.

Leaders and managers support families extremely well. They work closely with local community services. Leaders and managers signpost families to early help support when needed. A food bank is available for all families. The dedicated coordinator works with outside agencies to support children with special educational needs and/or disabilities (SEND). All children make good progress.

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

• Staff plan activities that help children to develop their physical skills. Children run and kick balls. They skilfully manoeuvre around obstacles as they ride the balance bikes. Staff teach children how to throw a ball underhand and children knock down the skittles. They use tools to roll the play dough. Staff provide a range of mark-making tools. This helps to ensure children are ready for their move to school.
• Staff support children's communication and language skills effectively. They model language and introduce new words as children play. Staff interact well with children. Children engage in back-and-forth conversations. They are confident to ask for help when needed. Children learn to be independent learners who can speak up for themselves.
• Generally, staff support children's independence well. They encourage children to wash their hands and use the toilet independently. Staff encourage children to take their coats off and use a knife and fork at lunchtime. However, some routines do not support children's independence as much as they could. For example, staff encourage children to help pour the water in their cup. However, the jug is too big and heavy for them to do this independently.
• Staff provide opportunities for children to hear stories, songs and rhymes. Books and story props are available for children to access independently. Staff read stories and encourage children to recall what happens next. Children join in the actions of the songs and rhymes. They jump and laugh as they sing the songs. Children develop a love of stories, songs and rhymes.
• Staff model mathematical language through children's play. They introduce new language during activities. For example, staff use the words 'heavy', 'light', 'floating' and 'sinking' during a water activity. Children use this new language and comment their stone is 'very heavy'.
• Leaders and managers use additional funding effectively. Staff plan trips and outings to give children a range of experiences of the wider world. Children visit museums and parks. They travel by bus and train. Staff take children swimming. These experiences help children to learn about the world around them.
• Staff teach children good hygiene practices. For example, children wash their hands after using the toilet and before eating. Staff discuss healthy eating during lunch and encourage children to eat their fruit. Children learn fruit is good for them and will make them strong. Staff offer water and milk at snack times. However, children have access to juice in the drinking bottles that they bring from home. This does not help to further support children's understanding of healthy eating.
• Parents are very happy with the care their children receive. Staff share what children have been learning with parents. They speak with parents daily, use an online app and invite parents to meetings. Families borrow the home learning bags to support their child's learning at home. Parents comment that the staff are very approachable. They value the support and advice they receive from the staff.

What the setting must and should do next

The provider should:

• provide further opportunities for children to develop their independence
• consider ways to further support children's good health, especially with regard to the drinks available.