Little Wombatz Ltd

What is it like to attend this early years setting?

Children and families are warmly welcomed into this inclusive setting. Children are greeted by friendly and caring staff. They come into the setting happily and readily go off to join their friends as they play. Children behave well and are kind to each other. For example, they help each other to pour their drinks. Their behaviour reflects the calm and happy environment that staff create. Children respond well to staff's high expectations and demonstrate that they feel safe and secure. Children enjoy having visitors and confidently invite them to join in their play.

Overall, children benefit from meaningful teaching. Children demonstrate a good attitude to learning. They show interest in the activities provided for them. For example, when making gifts for Mother's Day, staff provide real flowers for children to explore. They extend the activity by introducing the names of parts of the flower, such as 'stem'. Children learn how flowers need water and that the water is taken in through the stem. They explore the flowers with interest, smell the scents and name the colour of the petals. Children develop good speaking and listening skills.

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

• Staff know the children well. They talk confidently about where children are in their learning and what they need to learn next. Staff understand how to build on what children already know and can do. They provide a varied range of activities that children enjoy.
• More able staff do not always model their good teaching practice to help less confident staff teach at the highest level. Despite this, the quality of teaching across the setting is good overall. Staff give priority to identifying and planning for children's individual learning needs. Children make good progress from their starting points.
• Children enjoy sitting with staff to listen to stories indoors, but those children who prefer to learn in the outdoor environment do not have the same opportunities. Staff do not always consider mathematics well enough, either indoors or outside.
• Children benefit from the priority staff place on promoting children's communication and language skills. Staff actively listen to what children have to say. Children take turns in conversations in large groups and are learning to listen and concentrate. This effectively supports them as they develop the skills needed to be ready for school.
• Staff help children to understand their behaviour and the impact on others. They talk to children in a calm and respectful manner, gently reminding them about the need to share and take turns with popular resources. Children's good behaviour and individual efforts are valued and praised.
• Children learn about the importance of good hygiene. They readily wash their hands before eating and after using the toilet. Children are familiar with the consistent routines that promote their independence and sense of belonging. They enjoy the responsibility of carrying out small tasks, such as going to the drawers to get their own plate and cup.
• Staff implement an effective key person system. This has been organised to ensure that there is always a member of staff to take responsibility for each child's care and learning. This helps ensure that children's individual needs are met at all times. Children develop strong emotional attachments to staff, readily going to them for reassurance and to share their play.
• Staff build friendly and trusting relationships with parents. Parents report that there are very good levels of communication that help them to know what their children are doing each day. Staff share children's progress with them.
• The provider has a clear vision to provide a high-quality experience for children. She reflects on the service she provides and how she can continually improve. Staff have regular supervision meetings to monitor their practice and their well-being. They attend training to help improve their practice further.

What the setting must and should do next

The provider should:

• develop the opportunities available for staff to receive support, share good practice and learn from their colleagues
• focus more closely on supporting children's early reading and mathematical skills.