My Little Explorers

What is it like to attend this early years setting?

Children show they are independent and confident as they play and learn. Staff are effective in providing support for children to manage their own risks in play. For example, children show pride in their achievements, asking staff to watch them as they jump off the climbing frame into piles of leaves. They laugh with delight as they play on tyre swings and role play visiting the vets with staff. Children know what they want to explore, demonstrating high levels of focus as they play. Children make positive decisions and independent choices. Staff give children long and uninterrupted time to get deeply engrossed in their learning.

Children settle in swiftly in the morning, eager to go and explore. They demonstrate a secure understanding of the daily routines. They learn that the owl whistle, for example, means they need to listen attentively to what staff have to say. Staff support children to behave positively. They teach children about feelings and emotions by using a range of strategies. For instance, staff encourage children to squash clay if they are feeling frustrated, and they help them to learn about the feelings of others. Children learn a good range of skills, supported effectively by staff. These skills will help them to be ready to move on to the next stage in their education.

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

• Staff have a secure understanding of what they want children to learn, and they ensure that the curriculum is effective for all. Children enjoy learning in the natural environment, and they become deeply involved in their play.
• Arrangements to support children's physical development are effective. Children have many opportunities to fine-tune their strength, agility and coordination. They confidently climb, balance, and run through the woods. For example, children delight in climbing ladders to make chalk marks on tree trunks and carry heavy planks of wood. Staff support children's gross motor skills very effectively.
• Staff are positive role models for children's developing communication skills. They comment on what children do and ask them searching questions to encourage their thinking skills. Staff introduce children to new words as they play, such as 'healing' and 'treatment'. They provide good support for children's speech. Children communicate confidently with staff and each other.
• Staff provide a stimulating and enabling environment for children to play and learn in. They plan activities for children that support their developing skills. For instance, children mix paint colours using pipettes. They develop their fine motor and sharing skills as they play together and make new colours.
• Children understand the rules, boundaries and expectations of the setting. They understand about keeping themselves safe and healthy. For instance, staff make handwashing more appealing by suggesting children 'play with bubbles and water'. Children know they can approach staff for help, such as asking for 'another layer' when they are feeling cold. Children show they feel safe and secure in the attentive care of staff.
• The new manager has a clear development plan and a good understanding of areas for further development. She recognises that story time, for example, is not consistently engaging for all children. However, the arrangements for staff supervision are not fully embedded, to help swiftly identify and address minor weaknesses in teaching.
• Arrangements for extending children's learning are effective. Children remember previous learning and build on what they know and can do. For instance, they talk excitedly about potion making when they see the colour-mixing activity staff have planned for them. Staff plan activities that engage and stimulate children's learning.
• Staff work well with other early years settings that children attend. They have regular conversations about supporting children's learning consistently. This helps to develop continuity for children.
• Parents comment positively about the support staff offer to their children. They feel well informed about what their children are learning. However, staff do not ensure that all parents know who their children's key person is. This does not fully support parents to continue children's learning at home.

What the setting must and should do next

The provider should:

• strengthen arrangements for staff supervision, training and development to ensure consistently high-quality teaching for children
• improve communication with parents to ensure they know who their child's key person is and have the opportunity to build positive relationships that support their children's learning even further.