Little Ducklings

What is it like to attend this early years setting?

Children benefit from meaningful learning across a curriculum that is designed to give them the knowledge they will need when they start school. Children who learn best from being outdoors are able to do so. They have access to a range of lovely indoor and outdoor activities that take into account all areas of learning. Children take part enthusiastically in planned, adult-led activities. For example, they talk with staff about famous artists and create their own artwork using well known pictures as their inspiration.

Children are happy and demonstrate that they feel safe. They are emotionally secure in this welcoming and friendly setting. Children have good relationships with staff and actively seek them out for reassurance or for support with activities. They chat readily with staff, who model taking turns in conversation and introduce new vocabulary. Children are confident communicators. Babies babble enthusiastically and staff respond positively to them.

Children are helped to be prepared for life in modern Britain. They are beginning to understand about our diverse society and develop positive attitudes to others. Children behave well and understand the consistent rules. They are supported effectively to think about their own feelings as well as considering the needs and feelings of others.

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

• There are exceptionally close links between the setting and the host school. These excellent relationships form a secure basis that helps children moving into the Reception Year have a smooth transition into school life. The provider, managers and staff are committed to a high-quality care and learning experience for all children, including those with special educational needs and/or disabilities.
• Staff benefit from an annual appraisal where the quality of their practice is discussed. They can seek out managers for an informal chat about concerns at any time and have regular opportunities for professional development. They implement what they have learned to the benefit of the children. However, staff have expressed that they would benefit from a more regular programme of supervision. This has not yet been put in place.
• Staff have high expectations of children's behaviour. They help children to understand right from wrong and to play harmoniously together. Staff provide a broad range of activities for children to experience and enjoy together. Babies particularly enjoy the sensory activities provided for them. They excitedly use scoops, spoons and cups as they explore the texture of jelly. Staff recognise when babies tire of an activity and readily move on to something else.
• Children are motivated to play and learn. Older children are keen to join in during 'forest school' in the school woodland area. They enthusiastically run around and practise their physical skills. Staff consider how to extend the activity into other areas of learning. For example, children confidently use reference books to help them identify bugs, leaves and birds.
• Children develop good language and communication skills. Staff interact with children skilfully, and actively support them in developing their vocabulary and understanding. Staff ask questions to challenge children's thinking and give them time to consider and express their own responses.
• Staff know their key children well. They understand where children are in their learning and what they need to learn next. However, in the absence of the key person, staff are not always fully aware of what they need to do to build on what children already know and can do.
• Children are helped to understand about the importance of good personal hygiene. During the COVID-19 (coronavirus) pandemic, staff worked with children to talk about the virus and make a book relating to it. This included using laminated 'coronavirus germs' taken from the media's visual portrayal of a 'spiky fuzzball'. Children learned how germs can be spread and the steps we can take to reduce risks.
• Parents define staff as 'caring, professional and friendly'. They appreciate that nothing is 'too much trouble' and describe their children's care as 'exceptional'. Parents feel well informed and involved in their children's learning and development. Information is shared daily, through verbal feedback, electronic communication and daily diary sheets.

What the setting must and should do next

The provider should:

• support staff to be fully aware of where children are in their learning, in order to build more precisely on what they already know and can do
• provide staff with more regular supervision opportunities, to support their practice further.