Louise's Daycare

What is it like to attend this early years setting?

Staff eagerly greet children at the beginning of the day. They ask how their morning has been and tell them about the exciting opportunities for play on offer that day. Children separate easily from their parents and carers, happily waving goodbye to them as they leave.

Children quickly settle at activities set out by staff as part of their ambitious and broad curriculum. They show sustained focus and concentration in their play, using their imaginations as they fill pots with sand, using small spoons as candles and singing 'Happy Birthday' to each other. Children are proud of what they achieve and call staff to see what they have made. Children understand that staff are nearby to help where needed, and this gives them the resilience to persevere when tasks become tricky.

Children with special educational needs and/or disabilities (SEND) are well supported within the setting. Staff work proactively with other agencies involved in children's care to provide consistent support for children and families.

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

• Staff at the setting know their children well. They talk confidently about how they plan, observe and track children's development to ensure they continue to make good progress in all areas of their learning. Staff complete termly progress reports for all children. This allows them to evaluate progress and identify any gaps in children's development. Children are well prepared for the next stage of their learning.
• Staff create a language-rich environment for children. They provide a narrative to children's play and ask them questions that allow them to share what they have learned across the week. Staff use sign language with children. Younger children confidently sign 'more', 'please' and 'thank you'. Children develop wide vocabularies, using words such as 'invisible' in context as they play.
• Children learn about the world around them and what makes them special and unique. Children have been discussing their families across the month and confidently share with others who makes up their family, including parents, siblings and grandparents. Children listen respectfully to each other as they talk. As children draw their families and themselves, they talk about their unique features, such as hair and skin colour.
• At the present time, the arrangements for lunchtime do not meet the needs of all children. Children sit down table by table, and as some are just starting, others are almost finished. As those finishing begin to move to wash their hands and staff clear tables, others become distracted and do not want to finish their meal, as they want to play. There is lots of movement, and the atmosphere of a calm, social mealtime is lost.
• Children enjoy being physically active within the setting's large outdoor space. They ride bikes and scooters with competence, learning to negotiate space and obstacles. Children use the climbing equipment, climbing up bridges, rock and rope walls and coming down the slide. Children balance on beams and follow patterns, using the hopscotch to jump on one and then two legs.
• Partnership with parents is good. Parents speak highly of the setting. They appreciate the advice and support staff provide to them regarding supporting milestones in children's development. Parents know who their child's key person is and what the current focuses are for their learning. Parents talk about the progress they have seen in their children since starting, especially in terms of confidence and speech and language.
• Managers are reflective and regularly seek the feedback of those using the setting. Managers share plans to incorporate more local trips for children into their offerings following suggestions made by parents. Managers work closely with the local authority and swiftly implement suggestions to improve practice. For example, they use smaller jugs at mealtimes so children can pour their own drinks.

What the setting must and should do next

The provider should:

• review the arrangements for lunchtime to ensure it meets the needs of all children.