Norcot Early Years Centre

What is it like to attend this early years setting?

Children arrive happy and excited for their day. They separate well from parents and even the young babies settle quickly. Children are greeted warmly by staff who know their individual needs well. Children confidently explore the areas of the setting and choose from a range of activities, both indoors and outdoors. Children build strong bonds with the staff and with other children and feel safe and secure.

The managers and staff have high expectations of children's learning. All children, including those with special educational needs and/or disabilities (SEND) and those with English as an additional language, make good progress in their learning and development. Children enjoy their learning and explore the environment excitedly. Children make good progress in their preparation for their next stage of learning, including their move on to school.

Staff are good role models. They give children clear instructions and children understand what is expected of them. Children of all ages are kind to one another and, with some support from staff, resolve minor conflicts between themselves. Staff support children's understanding of the routine through singing. For example, children happily march and sing as they go to the bathroom to wash their hands.

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

• Leaders and managers create a caring environment for children, staff and parents. Staff have effective supervisions which support their personal well-being and career development. Regular training opportunities ensure that staff continue to develop their professional knowledge and further improve their practice. Staff report that they feel supported and valued by managers.
• Staff plan a curriculum that builds on what children already know and can do. They use effective assessment to plan for children's next steps. However, some staff are less confident in supporting children's learning. For example, at times, they do not challenge children's thinking or encourage problem solving.
• Children's physical development is supported well. Staff give them opportunities to be physically active throughout the day. Children happily explore the outdoor area, which has been designed to support different areas of development. Children excitedly call their friends to join them while climbing, using the slide or playing group games. Babies use equipment to support walking, and older children enjoy attending the on-site forest-school area.
• Staff support communication and language well. They encourage children to listen to each other's views and learn about their differences. Staff use different methods to communicate with children. For example, they use simple sign language and picture prompts to support children with their communication.
• Children show a love of books. Staff read enthusiastically to children and include them in storytelling. For example, toddlers listen intently to staff as they read stories, and answer questions about how the characters in the story might be feeling. Children enjoy visits to the on-site library. Older children show an interest in exploring books and begin to learn about letter sounds.
• Staff encourage children to eat well. For example, children plant and water seeds for rainbow carrots in the garden. Children are excited to watch them grow and once grown, will use these in one of their weekly cooking activities. Children discuss healthy and unhealthy foods and enjoy learning about oral hygiene by brushing toy teeth using toothbrushes.
• Children's independence is supported well. For example, at lunchtime, children help to set tables and self-serve dinner. From a very young age, children learn to wash and dry their hands independently.
• Children's behaviour is very good. Staff ensure that children have consistent routines and understand what is expected of them. Staff engage children in group activities, helping to build their attention and focus. For example, babies enjoy an animated singing session with staff. They excitedly clap and react happily to the songs being sung.
• Managers and staff recognise children's individual needs. They adapt approaches to ensure that children, including those with SEND, have their needs met and make good progress. For example, staff organise sensory areas to support children when they feel overwhelmed. Staff work with parents to understand children's needs and ensure consistency.
• Parents praise the managers and staff for the support they receive. Staff work with other agencies to ensure that families get the support they need in the quickest time possible. Parents enjoy the regular updates about their children's day, and appreciate the staff's guidance on how they can support children's learning at home.

What the setting must and should do next

The provider should:

• strengthen staff's skills in challenging children's thinking and providing opportunities for them to solve problems.