Mary Godwin Under Fives

What is it like to attend this early years setting?

Children are provided with ample opportunities to build on their developing physical skills at this setting. The manager and staff recognise the importance of improving children's muscle strength and coordination. For example, children begin to throw pine cones to see how high they can throw. The manager follows this interest and provides the children with a variety of balls. Some balls have tails, some are small and some are larger. Children explore the flight and force needed to throw different objects. The manager encourages children to think about what makes the objects go so far and asks, 'Why does that not fly very high?' Children develop their fine motor skills as they balance small marbles on golf tees which are stuck into a cardboard box. This builds on children's hand-to-eye coordination and strengthens their finger muscles. Children develop their core strength as they dance, climb, balance, run and jump in the fresh air. This setting promotes children's physical skills very well.

Staff ensure that children learn to value and broaden their awareness of others. Staff help children to challenge stereotypes. For example, they explore a story about a boy who wants to be a mermaid. The setting introduces powerful themes through the stories. Children are encouraged to develop a good sense of personal identity. The manager and staff focus on children's self-esteem, play skills and communication and language. Children are supported to negotiate and solve minor conflicts by themselves. Their behaviour is good. Staff supervise children well and ensure that they are safe.

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

• Mathematics is carefully weaved into practical everyday activities. For example, during snack time, children self-select fruit from small bowls. On each bowl, there is a peg which has a number and corresponding value. Children use their mathematical skills and knowledge to count how many pieces of fruit they can take. They then choose a cracker by shape. For example, they ask, 'Can I have a square cracker please?' Children discuss healthy and unhealthy choices during mealtimes.
• The manager acts with integrity to ensure that she allocates additional funding to support the most disadvantaged children. Through her knowledge and support of families, she can apportion funding where the impact will be the greatest, such as providing additional resources, additional staffing and/or flexibility at drop-off and pick-up times. The manager reflects well on the setting and the care offered to children.
• Children are well prepared for their transition on to school. The manager recognises the skills and knowledge that children need before starting school. A broad and balanced curriculum means that staff identify what children need to learn and how they will teach this. Children are engaged, motivated and demonstrate good play skills. They are confident learners. However, on occasions, the older and most able children are not provided with enough challenge during conversation or through planned activities to fully extend their learning.
• Staff ensure that parents know what they want children to learn at the setting. They offer practical tips to support children's learning at home, such as ways to support children who are potty training. Parents comment on how open, friendly and professional the manager and staff are. Parents say that they feel the setting values their children as individuals and keeps children safe.
• Younger children benefit from a range of activities that build their vocabulary and develop their communication. For example, children match tempo, intonation and pitch to sing well-known nursery rhymes. Staff use circle games, songs, stories and rhymes to build on children's listening and attention skills. Staff understand the importance of children being able to communicate effectively. However, on occasions, staff answer their own questions and do not allow children enough time to think or to make their own mistakes. This means that children do not always have enough time to reflect and refine their answers or build on their creative problem-solving skills.
• Children with special educational needs and/or disabilities are well supported at this setting. They make good progress from their starting points. The manager works tirelessly with outside agencies and identifies the need for additional support quickly. The manager ensures that regular updates and review meetings focus on children's needs.

What the setting must and should do next

The provider should:

• allow children more time to reflect and make mistakes so that they build on their creative problem-solving skills
• enhance the planning of activities to provide greater challenge for the most able children to make the best possible progress in their learning.