Little Leaders Pinner Green

What is it like to attend this early years setting?

Children clearly feel at home in this safe, secure and welcoming setting. They enter confidently and know the routine. Children find their peg for their coat, put their lunch box on the shelf, remove their outdoor shoes and wash their hands in preparation for the busy day ahead. They have warm relationships with the staff, who know them well. This means children settle quickly and develop a sense of belonging at the setting.

The leadership team are ambitious for the children at the setting, including those with special educational needs and/or disabilities (SEND). The curriculum is based on the early years foundation stage, with seasonal themes and festivals included across the year. The curriculum this term is focused on children's personal, social and emotional development, to meet the needs of the cohort as they return from the summer break. Children are encouraged to explore their feelings and there is a lot of sensory activity for children to take part in.

Staff create a calm atmosphere in the setting. They manage any unwanted behaviour well. For example, they use distraction techniques and sing to children to help them manage their emotions. Children are encouraged to use good manners in the setting. They learn how to keep themselves safe when crossing the roads while out in the community.

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

• The leadership team has a good knowledge and understanding of how children learn. The team plan an interesting range of activities for the children that support children's development across all areas of learning. Children find the activities of interest and focus well for some time. For example, children show excitement when staff ask, 'What's in the box?' and are beginning to join in with familiar songs, counting the little ducks as they 'swim' back into the box.
• Children are encouraged to build on what they already know and can do. They are currently enjoying the story of 'Goldilocks'. To extend the children's learning, staff plan other activities around the story. While children discover the texture of porridge oats, they are also encouraged to explore concepts, such as size and colour. They use scoops to fill small, medium and large bowls for the three bears.
• Many children at the setting speak English as an additional language or need some extra help with their communication and language skills. Staff continuously talk to the children and ask them lots of questions. This ensures that the more confident children have many opportunities to practise their communication skills and develop their thinking. However, sometimes, quieter, more hesitant children do not get the same opportunities to participate and develop their speech and language. New words, although spoken clearly by staff, are sometimes not repeated frequently to help children understand their meaning.
• Staff are friendly and demonstrate care and concern for children. The key-person system is effective and care routines support children's developing independence and emotional well-being. Staff use observation and assessment effectively to identify any gaps in children's learning and next steps are shared with parents. The manager maintains keen oversight of all children's learning, and this ensures they are making progress. Staff receive regular supervision and feedback on their teaching practice.
• Children go out into the local community for a walk every day and sometimes to the park, where they take part in a summer Sports Day event. They learn about the world around them. Staff point out the trees and flowers they can see and the children stop to wonder at a spider's web. Indoors, children have opportunities to dance, exercise and do yoga, which helps to support their physical development and good health. Risk assessment ensures these activities are safely managed.
• Parents speak warmly of the setting and describe it as 'a safe place' for their children. They feel well supported by staff and communication is good. However, partnership with parents is an area that can be developed further by the leadership team, so that parents understand how to fully support the setting's work and help their children achieve the best possible outcomes.

What the setting must and should do next

The provider should:

• enhance staff's knowledge of how to support children's communication and language skills to further meet the needs of the children attending
• continue to work in partnership with parents to develop awareness of the importance of the early years in a child's overall development, including the benefits of regular, timely attendance and early intervention when needed.