Marys Little Lambs Cudworth

What is it like to attend this early years setting?

Children are well behaved, happy and settled. They understand the routines of the setting and are comfortable with them. Children learn to respect others as they learn to share and take turns. A practitioner is nearby should children need extra support in dealing with their feelings. This helps children to develop the confidence they need to talk about and share how they feel. Children enjoy expressing themselves through art. They collect autumn leaves, talk about their shape and colour, and use them to create a picture.

Children find the outdoor learning environment interesting and love being outside. They enjoy a varied range of play and learning opportunities. A group of children become involved in playing out one of their favourite stories, 'Going on a Bear Hunt'. Their imagination runs free as they run around and stomp through pretend snowstorms and mud. Practitioners are as enthusiastic and energetic as the children. They narrate the story and ask questions about what happens next. This keeps children engaged. Their enjoyment is obvious as they tell anyone who is watching that they are hunting a bear.

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

• Leaders and managers have an educational programme that is well planned. It takes account of children's individual interests and abilities. This helps to keep children motivated, interested and active learners.
• Practitioners are well qualified and experienced, with a wide range of teaching strategies. They use their skills to develop and extend children's communication and language skills. All children make good progress in communication and language.
• Partnerships with parents are well established. Practitioners gather information about children's abilities and interests before their placement begins. This helps them to be well prepared for children when they start.
• Practitioners know what children can and cannot do. They make good use of this knowledge to plan for children's individual learning needs. Practitioners also use this knowledge to get any extra support children may need. As a result, all children make good progress.
• Children's love of books and stories is further promoted by the lending of books to parents. Practitioners also encourage parents to join the library in the same building. Practitioners ask parents to share stories with their children at home. This supports children's interest in books and their understanding that words have meaning.
• Children learn to be independent and to follow good hygiene practices. For example, they go to the toilet on their own and wash their hands after toileting and before eating. If they want to go outside, they find their own coats. They learn how to put them on and fasten them.
• Children learn about taking care of themselves. They learn the importance of brushing their teeth and healthy eating. They plant and tend strawberries and lettuce to use in their meals and snacks.
• Children enjoy listening to stories. Practitioners retell children's favourite stories in their own words. They leave gaps for children to fill in. Children use their own words to show how well they have listened and understood the story. This is one way they help children become confident communicators.
• Children learn about those who help us, such as firefighters. They act out scenes, putting out fires and saving the occupants. Practitioners join them and ask questions about what is happening. This supports children's interest and their understanding of what is happening around them.
• Children are learning letters and sounds and to recognise their own name. This helps to prepare children to register their own attendance, in readiness for school.
• Practitioners work with children in small groups, with a focus on communication and language. On the whole, children enjoy participating in these groups. However, the groups run at the same time and are occasionally quite loud. Consequently, some children become distracted and lose their concentration.

What the setting must and should do next

The provider should:

• review the use of focus groups so that children are not distracted and get the full benefit of their involvement.