Making Friends Partnership

What is it like to attend this early years setting?

Children thrive in this safe setting due to the caring, respectful relationships promoted by staff. They receive lots of praise and because of this, and the nurturing provided by staff, children are confident, enthusiastic learners. Children happily approach adults for cuddles and support. For example, a baby benefits from lots of eye contact and cuddles as a practitioner dangles bells above them. As a result of this, the baby is happy and engaged. Children settle into their day very quickly, supported by staff who greet them and take them to their rooms. Children demonstrate good behaviour, which is positively role modelled and encouraged by all staff. Children learn to use manners and develop independence from a very young age.

Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). Children respond positively to the carefully planned activities, displaying good levels of concentration as they engage. This is supported by the staff, who carefully provide narratives and introduce new vocabulary to the children as they play. The manager plans trips to provisions in the local environment. Children regularly access the local bakery, library and sensory play spaces. All of these activities serve to widen children's knowledge and understanding. Additional funding is spent wisely on external services such as 'sing and sign' activities. This results in all children making good progress.

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

• Staff establish positive relationships with all children. This means that children are enthusiastic and eager learners. They regularly receive praise for their successes. As a result, children have a positive attitude to learning.
• Children's independence is actively supported by staff. Younger children are encouraged to wipe their own noses, while older children pour their own drinks. Children learn how to take their own coats off and hang them up. The support from staff means that their confidence develops quickly.
• Staff provide a narrative to children as they play. This means that children are introduced to a wide range of language. For example, in the toddler room, staff look at animals with the children, and introduce animals such as a warthog. However, some staff do not repeat words so that children hear the correct pronunciation, and they do not introduce new vocabulary correctly. For example, when looking at farm animals, children are told that they have a 'moo cow'.
• Overall, staff understand and promote the curriculum effectively in all rooms. They mainly understand the learning behind the activities provided and are well aware of individual children's next steps in learning. However, activities arranged to promote children's understanding of oral health are not always implemented effectively by staff.
• Parents speak very highly of this setting. They value the links with the staff and are aware of what their child has been learning and their next steps in learning. Parents report that their children have made progress in all areas, and in particular in their confidence and communication, as a result of attending this setting.
• Children with SEND are well supported. The manager has worked hard to develop relationships with outside agencies, which means that children are referred for extra support where needed. She reports that parents are supported and kept well informed, which strengthens the links with home. As a result of this, along with the carefully planned activities and support that are in place, all children in this setting make good progress.
• Activities that support physical development are particularly strong. In all three rooms, children are encouraged to help prepare their snack. This means that children are taught how to use a knife and fork effectively, which encourages independence at mealtimes. Progression in this means that children develop appropriate skills for their age.
• The manager has a good understanding of the strengths and areas of development for the setting and the supportive staff team. She spends time in the rooms observing staff and sets targets for their continued professional development in supervision meetings. Staff speak highly of the manager and the support she offers to them.

What the setting must and should do next

The provider should:

• improve activities around oral health so that they are fully effective, meaningful and appropriate for the age of the children
• ensure the correct language is modelled by all staff consistently to fully support children's developing vocabulary.