Moreland Primary School 0-2 Provision

What is it like to attend this early years setting?

Babies arrive and settle easily at this safe and curriculum-rich environment. Staff show a genuine interest and develop secure bonds with young babies, which helps to support their sense of security. Young babies gaze at staff's faces, making eye contact, and learn to express their needs. Staff skilfully engage with babies and support their play indoors and outdoors. Babies learn to move around, easily self-selecting what they want to play with. Young children develop curiosity as they investigate and develop their physical skills. Staff sing action songs with babies to help support their communication and language skills.

Staff follow daily routines to help young children and babies feel secure and to ensure that their care needs are met. Young children become aware of the difference between right and wrong, as they are given gentle reminders of how their actions affect others. Young children enjoy sand play outside. They develop their small motor skills and build relationships with each other. Staff encourage children to problem-solve as they feel different textures, make shapes and experiment using different tools.

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

• Staff plan a well-designed and exciting curriculum, which helps to support children under the age of two years to develop across the three prime areas. For example, children enjoy outdoor play as they climb, ride small wheeled toys and move between the indoors and outdoors. Staff offer circle time sessions and encourage children to communicate how they are feeling, for example, through the use of visual cards. Children listen to stories and skilfully turn the pages of a book. Staff communicate well with children and are aware of their individual stages of development. Young babies are well prepared for their move into the toddler room.
• Staff support children's language development well. For example, they consistently speak to children and carry out small-group activities. However, on occasion, staff do not focus on deepening children's understanding further by giving meaning to their actions, such as talking about what they are doing when they help to make a sandcastle.
• Parent partnerships are good. Staff work effectively to ensure that parents feel welcomed and supported at this inclusive and successful baby setting. Parents are updated via the online parent app. Staff talk to parents daily to help parents be involved in their child's learning. Parents are encouraged to take books home and read to their children to help support home learning. Staff get to know parents in their home environment, such as during home visits. Parents speak highly of staff's support and can state clearly the progress their child has made since starting at the setting.
• Leaders regularly evaluate staff practice and complete audits to assess what can be improved. For example, they have changed the daily timetable in response to children's developing needs. Staff attend regular training, supervision and staff meetings to discuss ways to develop further and better support children. Leaders adapt and respond well. For example, they put in place contingency plans when there are staff shortages or absences. This all helps to ensure consistency of care for young children. Staff morale is high as staff work effectively together.
• Staff support young children who may have gaps in their development to catch up. They work with many external agencies across the borough, and sign post parents for support who may need it.
• Staff provide healthy, nutritious meals, cooked on the school site, to help ensure that children's health needs are met. Staff work with parents and offer a positive environment and encouragement during toilet training routines. Children are supported to learn about hygiene routines to help prepare them for school and later life.
• Staff support children's understanding of what comes next, to help support their self-esteem and confidence. For example, children enjoy one-to-one sessions with staff and learn to follow the sequence and steps of a task or activity.

What the setting must and should do next

The provider should:

• further support babies to learn language in the moment, for example, by describing actions and using clear, simple language.