Little Incredibles

What is it like to attend this early years setting?

Children are happy in this warm and inclusive environment. They arrive eager to explore with their friends and confidently join activities. Children have secure attachments with staff, which helps them to feel safe. Babies settle quickly as they enjoy cuddles from their key person for comfort and older children chat freely with staff about the plans for the day ahead.

Children enjoy exploring a wide range of experiences, both indoors and out. Staff plan experiences to build on children's learning and understanding, which helps to support children's positive attitude to learning. For example, children explore oats following the story of 'Goldilocks'. They scoop and pour and use scales as they learn concepts such as balance and quantity. Staff follow children's interests and engage in conversations with them to promote turn taking in conversation. They encourage children to be curious. For instance, younger children explore texture as they combine materials such as water and cornflour.

Children behave well. Staff support children from an early age to learn to share toys and take turns. They provide consistent praise for children's kindness and act as positive role models. Children receive consistent boundaries from staff, which helps them to understand the behaviour expectations. Children show care towards each other. For instance, older children fetch drinking water for younger children and share equipment as they play.

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

• Partnerships with parents are excellent. The managers actively promote parental involvement in the setting and gain regular feedback from them. As such, parents comment that they feel valued and listened to. They describe the staff as 'loving' and 'nurturing'. Parents say their children love attending and build close relationships with the staff. They appreciate the comprehensive settling-in programme that is adapted to meet children's individual needs.
• Children with special educational needs and/or disabilities (SEND) are supported very well. The special educational needs coordinator works closely with outside agencies and staff to ensure that children receive the support they need. Staff work exceptionally closely with parents to develop strategies to provide children with a consistent approach. As a result, children with SEND make the best possible progress.
• Children learn about the similarities and differences between themselves and others. For instance, children learn that people come from different countries and enjoy different celebrations. Parents visit the setting to share information about their heritage and introduce the children to different food and languages. This ensures that all children feel welcome and valued to support their self- esteem.
• Staff provide children with ample opportunities to explore their local community and learn about the wider world around them. For example, they take children on various trips and outings that link to children's interests. They enjoy visits from different professionals, such as the police and vets. Children learn to care for plants they have grown, such as beans and radish. They enjoy the food they grow in healthy meals and learn about ingredients from the cook.
• Children learn to do things for themselves such as dressing for outdoor play. They wash their hands before mealtimes and competently use cutlery as they eat their lunch. Children enjoy responsibility for routine tasks, such as tidying toys and helping staff to set the tables.
• Staff understand the importance of supporting children's language and communication skills. They teach children concepts, such as 'big' and 'small', as they make dough balls to fit in various sized jars. Staff repeat back children's sentences to clarify their meaning. However, at times, staff use too many questions and do not always give children time to share their thoughts and ideas.
• The managers support staff well. Staff say they feel valued and part of a supportive team. The managers hold regular meetings with staff to identify areas of their practice to improve. They support staff with their professional development and provide access to a range of training opportunities. For example, recent training for supporting mathematics has helped staff to successfully weave mathematical concepts into all areas of the curriculum.

What the setting must and should do next

The provider should:

• build on the already good practice and support staff to develop their interactions with children, allowing children time to share their thoughts and ideas.