Natural Explorers @ Simmondley Primary School

What is it like to attend this early years setting?

All children, including those with special educational needs and/or disabilities (SEND), are supported well by staff. Children sustain their engagement in activities that are planned well by staff and reflect their interests. Children enjoy using new words shared through stories and during play activities. For example, children repeat new vocabulary when trying to pull a toy trailer, saying, 'It is stuck.' Children happily join in games to support their listening skills. For example, children identify which of their friends is hiding as they listen carefully to staff as they describe their individual features.

Children are physically active outdoors and develop their core strength and balance. They learn to crawl through tunnels, to climb large play equipment and to kick and throw balls. Indoors staff provide a variety of activities that support children's small-muscle skills. For example, children watch as staff show them how to thread beads onto a string before trying for themselves. This helps children to strengthen the muscles in their hands to support early writing skills.

Children develop good relationships with staff. Children seek staff for comfort when hurt or upset. These positive attachments support children's emotional well-being effectively. Staff help children to resolve conflicts with their peers. Children develop their social skills and learn to wait and take turns during play. They follow staff's high expectations for behaviour and understand what is expected of them. For example, children look and listen carefully to whoever is talking during circle time and learn to wait until it is their turn to speak.

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

• Leaders and staff have a strong focus on promoting children's communication and language skills during activities and daily routines. Children enthusiastically join in with the words and actions of familiar songs and rhymes. Staff read regularly to children. They pause while reading to enable children time to think and recall parts of a familiar story. Staff also use pictures from the story to help children predict what might happen next.
• Leaders and staff plan an ambitious curriculum. They regularly assess children's learning and use this information to inform their planning. Staff know the children well and identify where they may need extra support. They work well with outside agencies to ensure that all children receive the support they need, including children with SEND. Consequently, all children make good progress from their starting points.
• Staff engage positively with children during play and activities. For example, they encourage children to identify and squirt water at written numbers on objects. This helps to build on children's mathematical knowledge. Overall, staff know what they want children to learn. However, they do not always focus precisely enough on what individual children need to learn next during their play interactions.
• Children have a positive attitude to learning. Staff focus on building children's independence and resilience. Children concentrate well during activities and keep trying to achieve a desired outcome. For example, children use different materials to create box models. Staff offer timely support and provide additional resources to extend and sustain children's interest. Children are motivated and curious.
• Leaders and staff are reflective. They work together as a team to continue to improve the education and care for all the children. Leaders and managers provide appropriate support to staff to help them continue to build on their practice based on their needs and experience. Staff use what they have learned from training well when interacting with children. Staff say they feel valued and confident to voice their ideas to support children's development.
• Staff prepare older children to be ready for their move on to school. Staff build children's confidence and help them to gain a positive outlook on their next stage in education. For example, children comment, 'I am excited for big school.' Staff encourage children to do things for themselves. For example, during lunchtime, children learn to use cutlery safely to cut their own food.
• Staff share information with parents well to support children's learning. This ensures that parents understand how their children are progressing and how to support their learning at home. This shared approach supports children's development well. Schools and outside agencies also receive up-to-date information, ensuring consistency in children's care and learning.

What the setting must and should do next

The provider should:

• strengthen staff interactions with children to focus more precisely on what individual children need to learn next.