Little Learners Lawefield

What is it like to attend this early years setting?

Children arrive happily and are greeted by friendly staff. They have a routine and know what to expect. They take off coats and change into their indoor shoes as they arrive. As a result, children feel safe and are ready to play and learn. Staff create a calm learning environment where children can be heard. Staff are well organised so that children can access a range of activities and resources. Children make choices and staff sit low among children so that they are available to support them. As a result, children settle easily.

The key-person system is strong, and staff know children well. Staff follow children's interests, monitor their progress and record clear next steps in learning for each child. Learning is planned through key themes and stories. Children learn about their feelings and emotions. Children enjoy focused small-group activities to promote concentration and language. They listen carefully to sounds and clues, take turns and make connections. Children are confident and playful and are making excellent progress. Staff use key stories to promote a love of reading and books. They ask genuine questions such as 'what makes you happy' to promote children's thinking. Children feel safe and eagerly share their ideas and feelings.

Children enjoy lots of opportunities for outdoor play and to explore the natural environment. Staff are playful, inspire children and supervise them closely as they run, climb, explore and hug trees. Children feel valued and have a sense of belonging. Staff play alongside younger children in the sand as they settle. Staff's interactions are authentic so that children are engaged and interested as they play and learn.

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

• Leaders understand the context of this multi-cultural setting, and this informs the curriculum. The curriculum is sequenced and adapted to meet the needs of each child. Staff use picture cards and key words in children's home languages to support their understanding and development. Some staff speak Urdu and Punjabi. They help to translate with parents and link to children's home language so that children feel valued and included.
• Staff promote healthy lifestyles and are good role models. They sit with children as they eat so that mealtimes are calm and sociable events. Leaders share information with parents so that lunch boxes are nutritious. Children learn to pour water and they develop their independence.
• Staff plan a wide range of activities for children to enjoy. However, on a few occasions, activities are prescriptive and have an expected outcome, such as a handprint. Consequently, children wait for instructions and do not have every opportunity to explore creatively and express their own ideas.
• On the whole, staff interact with children well. They get down to children's level so that children can hear. However, on a few occasions, staff speak quickly and offer support before children have had time to process information and respond in their own words.
• Staff promote independence and children try to do things for themselves, for example putting on coats. However, on occasion, staff are eager to help and do things for children that they could be learning to do for themselves.
• Leaders evaluate practice and identify areas for development. They spend additional funding carefully to support the youngest children and those with English as an additional language and special educational needs and/or disabilities (SEND). For example, staff provide sensory resources and improvements to the outdoor provision so that children have access to calming activities and natural environments.
• Parents speak highly of the setting. They say that children are happy and settled and are making good progress from their starting points. Parents say that leaders communicate well and adapt to meet the needs of individual children, particularly those with SEND. Parents appreciate that leaders access support from other professionals for children, create support plans and attend meetings.
• Leaders have built excellent relationships with other professionals and with the local school so that they can support children, meaning transitions to school are smooth.
• Leaders know staff well and prioritise their well-being. Staff say that they enjoy their work and feel valued and supported. There is an open-door policy so that information and concerns can be shared freely.

What the setting must and should do next

The provider should:

• improve the planning of activities to reduce waiting times and ensure that children have more opportunities to develop meaningful creative skills
• support staff to monitor the pace of interactions so that children have more time to listen, process information and respond
• give children even more opportunities to develop independence in routine activities.