Newent Early Years

What is it like to attend this early years setting?

Staff provide a nurturing and supportive environment, where children thrive in the care of the dedicated staff team. Staff prioritise building secure, trusting relationships with children. They carefully plan the indoor and outdoor learning environments to meet the needs and interests of children. Children are supported to become curious and independent learners. Staff deliver a well-sequenced curriculum that builds progressively on children's prior learning and interests. This helps children to make strong progress across all areas of learning. Staff work well as a team. They communicate throughout the day, keeping each other informed about any changes to the children's needs or routines. Staff are deployed effectively, which helps ensure that children are always closely supervised and kept safe.

Staff provide children with a range of stimulating activities. For example, babies explore a range of sensory resources and delight at the different sounds the instruments make. Toddlers are engrossed as they roll and squeeze the play dough. Older children develop their creative skills as they build a car using tyres and crates. They show good imagination skills as they 'drive' to the seaside.

The manager has a clear understanding of the setting's strengths and weaknesses. For example, staff offer suggestions for change and improvement, which are discussed at staff meetings and implemented in the setting.

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

• Staff report high levels of support and well-being. For example, the manager has recently redecorated the staff room to create a relaxing space for staff breaktimes. All staff receive regular supervisions and are provided with opportunities to access relevant training. New staff are guided through the expectations of the setting and have regular check ins with the manager. As a result, staff understand the setting policies and procedures. This helps to keep children safe within the setting.
• Parents speak very positively about the care and support their children receive. They have confidence that staff understand and meet their children's individual needs. Staff ensure that communication is open and effective, keeping parents well informed about their child's day and developmental progress. Parents comment that they value the settling-in process for their children. They feel staff effectively help prepare children for starting school, especially in promoting confidence, social skills and language development.
• Children with special educational needs and/or disabilities (SEND) are supported very well. Staff work in partnership with parents and other professionals. They identify and implement specific targets to meet children's individual needs. Staff put individual plans in place to prepare for when children begin school. This helps to provide consistency in care and learning.
• Children take part in both adult-led group times and child-led play. However, older children wait for long periods between transitions, and staff do not reinforce expectations. For example, when older children settle for circle time, they learn about snake skins. Staff ask children to listen and sit nicely while they wait for their turn. However, this is not effectively reinforced. The group size is too large, and children become distracted by toys, wander the playroom and do not benefit from the learning opportunities on offer.
• Staff strive to help children become confident communicators, ready for their next stage of learning. They use various strategies to enhance communication at all stages of development. For example, staff use facial expressions during interactions with babies and sing and sign songs, enabling them to communicate effectively. Older children use communication boards to aid interactions and express their needs. Staff also provide children with opportunities to talk and support their emotional well-being. Children learn the value of communication, become confident in expressing themselves and share their feelings from an early age.
• Children learn about healthy lifestyles. Staff support them in understanding the importance of healthy, nutritious snacks and regular physical exercise for their bodies. They benefit from good opportunities to develop their physical skills in the well-developed outdoor areas.
• Children have good opportunities to make choices in their play. They participate in a variety of mark-making activities, such as painting and drawing, to support their early writing skills. However, children have fewer opportunities to explore books or hear stories to develop a love of reading.

What the setting must and should do next

The provider should:

• provide clear and consistent expectations, particularly during transitions, to help children remain engaged and settled in their learning
• explore ways to introduce books and stories throughout the day to enhance early reading skills.