Little Georges

What is it like to attend this early years setting?

Staff settle children quickly into the safe and stimulating environment. Children develop strong relationships with the staff, especially their key person. This helps them to feel secure. Children are confident to ask for help. For example, they tell a staff member when there is a conflict over a toy and need help to resolve it. Staff model how to ask to take turns which helps children learn how to respect each other.

Children make good progress. The curriculum is well-balanced and stimulating. Staff know children well and use their interests to provide activities that help children develop in all areas of learning. For example, when children show an interest in collecting leaves in the garden, staff extend this by encouraging children to draw these and make leaf rubbings. This helps children explore the patterns and develops their mark-making skills.

Children are happy to devise their own games using the easily-accessible resources in the setting. For example, they pretend they are cooking pancakes and use a variety of items with the play dough to help with this. They choose to get out musical instruments and proudly use these to put on a show on the stage outside. They laugh with delight as staff playfully join in with their games and run around the garden.

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

• The management team have created a happy and collaborative culture. Staff say that their well-being is valued and they feel supported. The leadership team encourage staff to complete training. For example, training in risk and challenge play was cascaded to the team. This helps children to take risks in their play. Regular supervisions and peer observations help staff to reflect on their practice. However, there are times where staff practice is not consistent. For example, some staff teach incorrect phonic sounds.
• Staff have a clear idea of what they want children to learn and how to achieve their curriculum goals. They prioritise supporting children's independence and encourage children to try to do things for themselves. Staff provide opportunities in the routine for children to practise this. For example, children wash their cups and plates after snack time, dry them and put them away. This helps children to secure their independence skills.
• Staff help children to learn how to identify and manage their emotions. They explore how children are feeling and name this. This supports children's emotional development. Staff remind children of different ways to manage their emotions. For example, they suggest they take deep breaths or choose something fun to play with. This helps children learn to self-regulate.
• There is good support for children with special educational needs and/or disabilities (SEND). The special educational needs coordinator uses assessments to identify when children have gaps in their learning. There is effective partnership with parents and other professionals in creating tailored targets. This helps children with SEND to make good progress.
• Staff help children's oral hygiene through supervised toothbrushing that takes place twice a day. Children learn how to brush their teeth and get used to doing this as part of their routine. Staff also help parents register with local dentists. Parents state that this has helped their children learn the importance of oral hygiene and supports them with brushing their teeth at home.
• Children learn about how they are both similar and different to each other. Staff teach children about different cultures and family set ups. Staff encourage children to learn about each other's backgrounds and customs. For example, they create family books for each child, which children enjoy looking through and sharing with each other. This helps children to appreciate diversity and helps to prepare them for life in modern Britain.
• The setting works with local schools to help children experience smooth transitions when it is time to move on. They share information about the children with the school and invite them for visits to see the children in familiar surroundings. Staff share photographs of the new schools to help children become familiar with them. This supports children's move to school.

What the setting must and should do next

The provider should:

• build on the arrangements for coaching and mentoring staff, to strengthen teaching skills so that all opportunities are used to extend learning experiences for children.