Mini Treasures Children Centre

What is it like to attend this early years setting?

Staff build positive and happy relationships with all children. They get to know children's family backgrounds extremely well. Staff use their knowledge of children's personalities to plan a curriculum that supports their unique talents. Children are happy and motivated to learn. They develop a large range of skills through new experiences. All children are highly confident and enjoy learning.

Staff closely consider what each individual child requires to thrive. They adopt a range of strategies to support children with special educational needs and/or disabilities (SEND). Staff consider the specialist support that individual children may need to understand instructions. All children make good progress in their learning. Staff identify the language needs of children who speak English as an additional language. They ask them questions and introduce increasingly ambitious vocabulary. All children become confident speakers.

Staff say that it is vital for children to make good choices. They have high expectations of children's behaviour. Staff share clear expectations on how children should respect their environment and other people. Children gain a sense of responsibility for their own feelings and the feelings of others. They feel emotionally secure and behave well.

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

• Leaders plan a well-sequenced curriculum that considers the range of skills that they want children to learn. They have a strong understanding of the needs of children who attend their setting. Staff understand that some children's previous experiences are limited. They ensure that all children have access to activities that develop their knowledge and skills in all areas of learning. Children make good progress in their learning.
• Staff have a strong understanding of child development. They use this knowledge to support individual children to reach ambitious milestones. Staff plan activities for children that promote their thinking and help them to have access to new experiences. However, during focused activities, staff do not consider closely enough the support that individual children need to join in. As a result, children do not consistently develop their concentration and focus further.
• Staff skilfully interact with children. They identify key vocabulary that children need to learn. Staff have conversations with children that help them to understand the world around them. Children develop high levels of fluency and confidence. They are well prepared for the next stage of their education, including school.
• Leaders identify children with SEND. They make links with external professionals to support children with a range of learning needs. Children receive the expert help they need in their learning, where appropriate.
• Parents and carers say that they have strong relationships with staff. The open-door policy helps them to approach staff with questions and to provide information about children. Leaders are taking steps to develop how all parents can access information about their children's learning. They understand that this will help all parents to further extend their children's learning at home.
• Staff understand that it is important for children to have a healthy and nutritious diet. They provide a menu that considers children's preferences and intolerances. Staff find out if children have allergies and take steps to keep them safe. This promotes children's physical health and well-being.
• Leaders work with staff to identify any gaps in their knowledge. They support them to access continuous professional development opportunities. Leaders ensure that these are closely linked to the needs of individual children. This helps staff to build on existing practice and their teaching skills to continue to improve over time.
• Staff understand that it is important for children to learn about people and communities beyond their own. They provide children with opportunities to celebrate their own home languages and cultures. For example, staff include world foods in their menu and encourage children to hear other languages.
• Staff plan a range of opportunities for children to explore their local community. Children feel excited to share their experiences, such as visiting the library and local parks. This promotes children's tolerance and respect for the world around them and other people.

What the setting must and should do next

The provider should:

• build on the planning of activities to help all children to extend their focus and concentration.