Maritime Minis

What is it like to attend this early years setting?

Children are eager to come in to the setting and start their day. They are warmly welcomed by staff, who greet them with high fives, cuddles and hugs. Children, even those that are new to the setting, are settled and secure. They develop close attachments with staff. Staff have developed an ambitious and broad curriculum for children. They identify children's interests and use these creatively to enhance learning opportunities. This means that children stay focused and engaged for sustained periods of time. Staff are quick to praise children and celebrate their successes during activities. This helps to build children's self-esteem.

Children's behaviour is good. They understand the rules and boundaries in the setting. For example, children know that if they would like something other children are playing with, they can go and get a timer and wait for their turn. Children work collaboratively to achieve results. They make elaborate constructions out of small blocks, discussing how to make it sturdy. Children problem-solve through trial and error when it does not always go right on the first try. The support for children with special educational needs and/or disabilities (SEND) is good. Staff are quick to identify where children may benefit from additional support. They work with parents and carers and other agencies to put plans in place to support children.

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

• Staff know children well. They talk confidently about how children have progressed from their starting points, how their planning incorporates children's interests and what they would like them to learn next. This helps all children to be well prepared for the next stage of their learning.
• Staff have high expectations of children and support them to develop their independence. Even the youngest babies use the 'snuffle station' to get themselves a tissue, wipe their noses and put the tissues in the bin afterwards. Older children competently use safety knifes and chopping boards to prepare their afternoon snack of peppers, cucumbers and apples.
• Children understand the routine of the day. This helps them to feel settled and secure. However, staff sometimes rely too heavily on the routine. For example, they change all children's nappies together at a particular time, which takes children away from their play experiences. Staff bring children in from the garden for circle time, without checking that the tables are ready for lunch. This means that children sit for an extended period and become frustrated and restless.
• Children display high levels of confidence. Younger children are curious, such as they splash excitedly in the water tray, happy to explore alongside their peers. Older children eagerly put their hands up during circle time to share past experiences and how they are feeling. Children stand at the front of the group assertively and share all about the toys they have brought from home for 'show and tell'. Children persevere when they encounter difficulties. They show pride in their accomplishments. For example, children clap their hands once they manage to push the pop-up part of the book out to reveal the hidden picture.
• Staff provide excellent support for the communication and language development of all children. Younger children hear lots of repetition and labelling as they take part in activities. Staff wear lanyards with visual cues to help younger children to understand clearly what is being asked. They support children's home languages with dual language books available and speak to children in their shared language. As snack is being made, children proudly share with their peers how to say 'pepper' in Italian
• Parents speak highly of the setting. They feel that staff keep them up to date well with what their children are learning and how they can support them at home. Parents describe the staff team as knowledgeable and nurturing. They talk about the invaluable advice staff provide to support their children's developmental milestones.
• Managers in the setting recognise the need to be reflective when things do not go as planned. They consider the best course of action to take to ensure that measures are swiftly put in place to prevent similar instances happening. Staff at the setting feel well supported. Staff are encouraged to continue their professional development through regular training and supervision sessions.

What the setting must and should do next

The provider should:

• develop staff's understanding of evaluating and providing flexibility to the routines of the day to meet the individual needs of all children.