Little Learners

What is it like to attend this early years setting?

Children arrive happy and full of enthusiasm for their day in this inviting and inclusive setting. They confidently part from their parents as they are welcomed by friendly staff who provide an environment that captivates and motivates them. For example, children demonstrate good levels of engagement in activities such as, throwing balls at targets, constructing towers with blocks, and investigating various sensory and craft materials. They show they feel safe and secure, actively seeking assistance from staff when they require comfort, reassurance, or support. Children are proud when staff praise their good behaviour and acts of kindness towards others.

Staff provide children with an exciting and ambitious curriculum. They have a secure understanding of child development and recognise the skills they need to prioritise to help children prepare for their transition to school. For instance, the current focus is on personal, social and emotional development and communication and language skills. Children with special educational needs and/or disabilities (SEND) are well supported. There is a collaborative approach from parents, staff and outside agencies to ensure all children are making at least good levels of progress.

All children benefit from opportunities to develop their physical skills. Babies pull themselves to standing, and strengthen their gross motor skills in preparation for walking. Older children show confidence on the climbing apparatus and take safe risks as they learn to navigate the stepping stones, and how to balance their bodies.

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

• The provider has been reflective and proactive since the previous inspection to ensure compliance with all requirements. There are strong procedures in place to ensure the suitability of all staff. Additionally, staff members receive regular and effective one-on-one meetings to address any necessary support and training opportunities. Staff are happy and feel well supported to progress and develop in their roles.
• Staff swiftly identify when children need further support in their learning or development. They work in close partnership with parents and other health professionals, to devise strategies and review children's individual plans. The provider effectively uses additional funding to provide further opportunities for children such as, resources for small group and one-to-one sessions.
• In general, children behave typically for their age. Older children share and take turns without adult support, and younger children learn how to play cooperatively with their peers. However, at times, staff do not manage children's behaviour consistently. As a result, children do not always understand what is expected of them, and why their behaviour may not be appropriate.
• The key-person system is secure. Children forge close relationships with their key person and often seek them out to join in their play or for a reassuring cuddle. Staff respond well to children's routines. For example, they know when babies are tired and need a sleep and adjust the routines accordingly. This has a positive impact on children's well-being.
• Staff recognise the importance of developing children's communication and language. They engage children in meaningful conversations and value what they say. Staff are skilled at leaving gaps to allow children the thinking time they need to formulate a response. Staff understand the importance of singing and reading to children. For instance, when staff sing familiar songs to babies they clap their hands, move their bodies in response and babble along to the words.
• Mathematics is thoughtfully woven into daily activities. Children are introduced to numbers through engaging songs, and staff modelling numbers as they play. Children also explore mathematical concepts such as, shape and size when building. Children develop a positive attitude towards early mathematics.
• The setting is an important part of the local community. Children enjoy regular visits to the library, parks and local cafés. Furthermore, children and elderly residents enjoy mutually beneficial relationships through the community 'pop up café,' that supports children to understand about different generations, life experiences and the world in which they live.
• The provider and staff work hard to develop positive relationships with parents. Parents views are sought through questionnaires and regular conversations which are discussed and evaluated by the staff team to drive forward improvements. Parents speak highly of the setting; they value the support from the kind and knowledgeable staff team and praise the progress their children are making.

What the setting must and should do next

The provider should:

• support staff to have a clear understanding of the behaviour management strategies in place so that they are consistently implemented across the whole setting.