Little Learners Two (In the Gardens)

What is it like to attend this early years setting?

Children are greeted warmly by caring staff who know them well. They are happy, behave well and confidently interact with staff, visitors and each other. Staff take every opportunity to give descriptive praise to children. Children who are reluctant to join group activities are supported sensitively to take their time and join in when they feel ready. This helps promote their confidence and self-esteem.

Children can independently access a wide range of activities, both indoors and outdoors. Activities cover all areas of the curriculum and promote children's all-round development. Staff sit with children and support them to develop their ideas and extend their learning. For example, children playing with cars in the shaving foam observe that the cars are dirty. Staff skilfully pose effective questions and the children decide they need a car wash. Staff then provide a bowl of warm water and children enjoy washing the cars.

Children have weekly access to dance, sport and storytelling activities. They learn about the natural environment as they walk in the park and observe changes in nature. They incubate eggs and hatch ducklings once a year and have the opportunity to see and handle exotic zoo animals twice a year.

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

• Children eagerly enter the setting on arrival. They speak confidently to staff and visitors. Staff respond warmly to the children and tell them what they have done well. This helps children understand what is expected of them.
• New children are offered settling-in visits. Staff provide parents with information about how children have settled after a short period and offer comfort and reassurance to children who show any signs of stress.
• Staff support children's move on to other settings by inviting staff in to meet the children and share information. This helps new staff get to know the children and prepare in advance to meet their needs.
• An effective key-person system is in place. Staff know their key children well and have warm relationships with them. They easily describe their likes, dislikes, abilities and development targets.
• Children show respect for each other as they spontaneously help each other at activities. They share, take turns and behave well.
• Parents speak highly of the care their children receive. They appreciate the detailed information and 'All About Me' book that staff provide for them. Parents receive regular newsletters which provide information about current activities so that they can extend learning into the home if they wish.
• Children with special educational needs and/or disabilities are quickly identified. Staff liaise with parents and refer to other professionals appropriately. They are responsive to the children's needs and adapt the environment effectively to meet their individual needs.
• The reading area is well resourced with good-quality books. For instance, it has a canopy with twinkly lights and cushions on the carpet. Staff often read to children, and when they shake the tambourine for story time children quickly go and sit down to listen. They attend well and join in enthusiastically with the story, completing sentences when staff pause. This helps children develop an early love of books.
• Managers provide effective support for staff via supervision and annual appraisals. Staff are supported to attend ongoing training. They meet weekly to plan and evaluate activities, which promotes continuous improvement.
• Staff talk to children as they play, commenting on what they are doing and contributing new language. However, they do not consistently implement strategies gained on training to support children's early communication skills even further.

What the setting must and should do next

The provider should:

• further develop strategies to support all children's early communication skills.