New Life Christian Centre (croydon)

What is it like to attend this early years setting?

The manager and staff place children and their families at the heart of everything they do. Staff work in partnership with parents, which helps to ensure children's interests are catered for and their needs are met. Parents report that the setting is 'one big, happy family'. Children build strong attachments with the nurturing and caring staff, and staff know the children and their needs extremely well. Children behave well and are excited to learn new knowledge from the carefully planned topics based on the children's interests. Children enjoy learning about and naming different London landmarks such as the London Eye, Buckingham Palace and Big Ben, as part of the London theme. This newly taught vocabulary and knowledge of London enhances the communication and language skills of all children.

Staff have high expectations. They engage in conversation and respond positively to children's play. For example, staff enjoy imaginary role play as they pretend to dress up as a princess in the outside area. Staff promote outdoor play to encourage children's active participation to improve their gross motor skills. Children learn to ride a bike and throw and catch a ball, consequently developing their hand-to-eye coordination.

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

• The manager and staff are dedicated to providing the very best care for the children who attend the setting. Children engage in the stimulating environment that staff provide. Staff are reflective and carefully plan the children's next steps to ensure all children make progress.
• Staff consider the well-being of children and ensure sleeping arrangements are suitable and safe. Discussions are held with parents to establish individual sleep routines, and the newly developed sleeping area helps to ensure children are comfortable during their sleep time.
• Staff promote a love of reading through retelling stories. They use expressions and different voices to represent the characters. Children enjoy listening to stories and sharing their own experiences. However, staff do not always make the best use of story time to ensure all children remain engaged.
• Children are encouraged to be independent with their self-hygiene. Children know when to wash their hands, for example after they blow their nose or before snack time. Children know why they should wash their hands, and they do this efficiently, following the photos on display of the different steps to take.
• Children with special educational needs and/or disabilities are identified by staff. Staff work with parents and build relationships with multi-agency professionals. This gives children access to external support, such as speech and language therapy. This additional support improves the outcomes for individual children.
• Leaders make adaptations to ensure particular needs of children are met. For example, by providing support for parents on teaching their child to travel to and from the setting safely.
• Staff are highly valued. They have regular supervision meetings and access to a wide range of training to further extend their knowledge and professional development. This has a positive impact on children's learning and development.
• Children are taught empathy and how to be patient. Children use a sand timer to successfully share and take turns using the bike. Children ride a bike around the track and know they have to stop when the light is red. Children understand that when the light turns green, they can continue to ride the bike. This helps children to develop their road safety awareness, as well as their social skills.
• Staff implement and encourage a healthy eating policy. Staff model a healthy lunch to parents which helps to ensure children eat a balanced and nutritious meal.
• Staff carefully plan exciting trips and experiences for the children. For example, children visit the local clocktower and meet police officers and paramedics to learn about the community. This widens children's knowledge of the world around them.

What the setting must and should do next

The provider should:

• further develop the organisation of large-group times to ensure all children remain engaged.