Little Raindrops

What is it like to attend this early years setting?

Children are warmly welcomed at the gate by friendly, caring staff. They eagerly enter and hang up their belongings. They point to their coat peg photo and say, 'That's me'. Children rush off to explore. They quickly become engrossed in activities of their choosing. Children dress dolls. They tuck them into pushchairs and take them for a walk. Older children roll play dough into balls to make 'sweets'. They chat about their 'sweet factory' and tell each other, 'I'll be the chef and you be the cutter'. Children enjoy sensory activities. They spread lard onto cardboard tubes to make bird feeders. They squish lard between their fingers and say, 'This is sticky'.

Children benefit from plenty of fresh air and physical exercise. They explore the spacious outdoor environment and show high levels of confidence and independence. Children whizz down slides and balance on beams. They show stamina as they run up and down slopes. Children invent their own games. They use magnifying glasses to search for 'bears'. Children crawl through tunnels and shout 'I have found one'. They squeal with delight when staff roar like bears. Younger children show control as they dig in sandpits. They fill buckets and say, 'My cake is ready'.

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

• Children develop their independence. They pour their own drinks and clear away cups and bowls at snack times. Children quickly become independent in their self-care, such as toileting and washing their hands. Staff patiently provide support where children need it. They tell children, 'Put one arm in and I'll help you with the other one' as children persevere with putting on their coats.
• Children benefit from frequent song and story sessions. This helps to support their communication and language. Children take an active part in 'jungle boogie'. They stomp their feet like elephants as they sing. Younger children delight when they are chosen to pick out a 'song spoon'. They join in with the words and actions of familiar nursery rhymes.
• Children show that they feel safe and happy. They approach staff for cuddles and hold their hands to explore outside. Children demonstrate strong bonds with their key person. They snuggle on their knee and 'check in' with them at regular intervals. Staff treat children with care and kindness. They quickly notice when children need help or feel unwell. Nappy changes are respectful and gentle. For example, staff talk to children about what they are doing.
• Children show kindness to each other. Older children approach younger children and say, 'Shall I help you?'. They expertly show them how to roll play dough into balls. Staff are positive role models and encourage turn taking. For example, children feed pet guinea pigs. Staff share out vegetables and remind children that 'everyone will have a turn'.
• Children with special educational needs and/or disabilities are supported well. For example, electronic tablets have been provided and children use these to help communicate their snack preferences. Staff make timely referrals and work closely with other professionals. Extra funding is used to enhance children's learning.
• Partnerships with parents are strong. They report that their children settle into the pre-school very quickly. This is because settling-in sessions are flexible and tailored to suit individual children. Parents say staff are 'caring and amazing'. They say they are kept fully informed via daily handovers and online platforms.
• Staff work closely as a team. Daily briefings ensure that staff are aware of children's specific care and development needs. Staff say they are fully supported and report high levels of enthusiasm for their roles.
• Staff plan stimulating activities. However, some planned activities do not precisely build on what children already know and can do. For example, some children repeat adult-led activities from the previous day and staff do not offer further challenge or adaptations.
• Staff interact warmly with children and get down to their level. However, some interactions are too simple and do not offer enough challenge to deepen children's thinking.

What the setting must and should do next

The provider should:

• ensure that the planning and implementation of the curriculum is clearly sequenced, building precisely on what children already know and can do
• support staff to understand how to provide children with the appropriate challenge, to further extend their learning to the highest level.