My Childcare and Me

What is it like to attend this early years setting?

Leaders and practitioners help children to feel safe and secure at this welcoming and friendly setting. Practitioners interact well with children. They comfort and reassure them with cuddles or soothing words when needed. Practitioners create a safe and engaging learning environment where they provide children with a range of activities that ignite their interests and support them to meet their next steps. Children are continuously engrossed in their play and learning. This helps them to develop positive attitudes towards their learning.

Practitioners have a positive influence on children. They have high expectations for their behaviour. They role model respect, manners and kindness through their interactions with each other and children. For example, practitioners ask permission before changing children's nappies or helping to feed them. This helps children to behave well and play cooperatively with their friends, sharing and taking turns with resources.

Practitioners have good knowledge of their key children. They use a variety of strategies to meet the individual needs and interests of the children. Generally, they engage children in activities that align with their interests and developmental stage. For example, young children strengthen their grip when pulling colourful materials from a box. Older children develop their number and letter recognition from a variety of activities on offer. This approach enhances motivation for learning and builds self-esteem.

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

• Since the last inspection, leaders have worked hard to implement an effective curriculum. They have improved practitioners knowledge and understanding of the curriculum through training and tailored support. Practitioners know what they want children to learn. They use their skills to plan activities and experiences that interest and engage children and help them to meet their next steps in development. This supports children to make progress from their starting points.
• Leaders have plans in place to support children with special educational needs and/or disabilities (SEND) and who speak English as an additional language. Practitioners receive training to enhance their skills and they gather key information from parents and other professionals to ensure they are using a consistent approach to support all children.
• Practitioners efficiently cater to the physical needs of children. They provide babies with ample space and appropriate resources that allow them to move in different ways. This helps to strengthen their muscles in preparation for their next stage in development. Older children engage in physical activities, such as running and climbing, using the garden and local outdoor spaces. This builds on their strength and coordination. Additionally, children enjoy physical education, dance and yoga sessions with external teachers to support their physical development.
• Practitioners have worked hard to enhance their input into developing children's communication and language skills. Practitioners introduce and model new words. For example, while children play with a toy lemon, practitioners introduce the word 'sour' when describing taste. They speak with children throughout the day, and ask questions during activities. However, at times, practitioners use a lot of closed questions, this does not encourage children to share their ideas or extend their vocabulary.
• Singing and stories are frequently used by practitioners across the setting to support language skills. Older children enjoy looking at books alone or with an adult or friend. They talk together about what they see in the pictures and recite the parts of the story they know. Babies enjoy short stories and songs at group time. However, at times, the chosen songs are too advanced for babies which means they are unable to fully engage.
• Children have many opportunities to develop their independence. All children have access to a 'self-care station' where they can access drinking water and tissues to wipe their nose. Older children pour their own water, while babies can get their own beaker. Babies are encouraged to make choices throughout the day and to feed themselves at mealtimes. Older children put on their own coats using the 'flip method', use the bathroom and serve their own food.
• Leaders and practitioners have developed good relationships with parents. Practitioners share updates on children's development face to face and through the online app. They work with parents to decide children's next steps. Parents speak positively about the setting. They say their children are happy and thriving and they appreciate the range of communication they receive.

What the setting must and should do next

The provider should:

• further promote children's language and communication skills by consistently using techniques, such as asking effective questions
• review the planning of group activities to match the age and stage of development for babies so that activities fully engage them.