Little Farmers @ Burrow Farm

What is it like to attend this early years setting?

The curriculum provides experiences across all areas of learning, in particular to support children's physical development. Children thoroughly enjoy their explorations in the predominately outdoor setting and enjoy learning about nature. They use a range of tools safely to fill pots and plant the sunflower seeds. They persevere, for example making good attempts to put gardening gloves on, showing a positive attitude to their learning. Children hear new language, such as 'scoop', 'fill' and 'empty', and use it later in their play. Older children recall how they grow strawberries, tomatoes and sugar snap peas at home and how they also need water to grow, making connections in their learning. Children receive praise for their attempts, which helps build high levels of self esteem.

Babies develop strong bonds with their key person, feeling safe and reassured. They respond to their name and check in with familiar adults when needed, especially as they explore their wider environment. There are good opportunities for babies to become more mobile and develop core strength. For example, babies confidently pull themselves up to explore the fragrant petals in the mud kitchen and to splash in the water, developing their sensory awareness.

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

• The provider develops a well-designed curriculum that builds on children's skills and achievements. The management team supports staff to build their skills, offering guidance and modelling effective practice, and values their contributions. On occasion, staff interactions are less consistent to implement the curriculum. They do not provide children with opportunities to solve problems for themselves and to give them time to respond to questions to build their critical thinking and language skills.
• Staff use their observations and assessments well to provide targeted support when needed, such as to encourage self-regulation and concentration. Staff take prompt action to support children to achieve, working closely with parents and other professionals to meet children's individual care and learning needs.
• Children are inquisitive learners and show delight in their discoveries, such as finding a newt in the hedgerow or finding out how a ball lights up. They develop their imaginations well, for example creating potions in the mud kitchen or using construction kits to design transport. Children develop good small-muscle strength in readiness for early writing skills, such as manipulating the play dough to create hedgehogs.
• Younger children love sharing books with staff, cuddling close and showing interest in the illustrations. However, at times, staff do not adapt mixed-age group activities well enough to ensure all children are engaged at their level of understanding, such as during story time. This leads to younger children becoming disengaged from their learning.
• Children behave well and take turns, for example to 'catch the water' on the water wall. Children are helpful towards each other. For example, a toddler returned a ball to a young baby when it rolled away. Staff are respectful, for example giving children a five-minute warning to finish their play before children help to tidy away before lunch.
• Staff meet children's care needs successfully. They have a good understanding of the policies and procedures that keep children safe and implement these efficiently. They deal with accidents compassionately, providing reassuring cuddles and appropriate treatment when required. Staff show good understanding of children's food preferences and allergies, supervising them closely as they eat nutritious meals.
• There are effective partnerships with parents. Staff gather information from parents as children start at the setting and use this successfully to help children settle quickly and to support their learning. Parents talk favourably about the care that children receive. They value the daily handovers and the information shared on the online app.

What the setting must and should do next

The provider should:

• support staff to develop consistency in their interactions to challenge children further and to encourage children to predict and solve problems for themselves
• review the organisation of group activities to ensure all children are engaged in their learning at their level of understanding.