Norland Fun Club

What is it like to attend this early years setting?

Children are happy at this small and friendly setting. They play happily throughout the day and engage in lots of pleasant conversations with staff and each other. The setting has an ethos that focuses on children being part of the community. Children visit the nearby church every other week to enjoy a snack provided by the church. Staff volunteer at the village scarecrow festival. Children enjoy frequent walks in the surrounding countryside. Staff plan these experiences to help children to learn about the world around them. Children behave well. They are respectful and responsive to staff's gentle reminders. For example, staff remind children that their friends are sleeping when they raise their voices. Children quieten their voices immediately. The environment is calm which helps children to focus on their play.

Leaders are very confident in their understanding of how children learn. They have developed a curriculum that covers all seven areas of learning. The curriculum has a focus on helping children to learn topic-related knowledge. For example, during science week, children learn about space and make rockets from cardboard boxes. Staff focus on setting personalised 'challenges' for individual children and encouraging child-led learning. Staff make the most of opportunities to help children learn new skills or knowledge as they arise, often linked to children's interests. This well-rounded approach helps children to make good progress across all areas of development.

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

• Staff make learning fun and engaging for children. Children find it amusing when staff deliberately muddle up numbers. They are eager to help count in the correct order. Children's learning naturally occurs through the fun and engaging interactions with staff.
• Routines are well embedded and children know what to expect. However, sometimes, routines and activities are not organised effectively. For example, lunchtime lasts for nearly an hour and some children become restless. Also, staff do not consider how younger children can participate fully in group activities, as older children are eager to lead and answer questions. This means that not all children benefit fully from the learning opportunities available during these times.
• Children have good opportunities to practise their physical skills. They lift and carry heavy loose parts as they play in the outdoor construction area. At breakfast time, staff encourage children to spread jam on toast. Children learn to hold the knife carefully in their dominant hand, while holding the toast steady with their other hand. They develop good tool control and coordination.
• Children enjoy voting for a book of the day when they arrive. The share stories and have many conversations through the day. Children build a good range vocabulary, such as 'beehive, honeycomb' and 'hydrated'. They become confident communicators.
• Staff encourage children to brush their teeth after lunch. Children enjoy this routine. Staff ask questions about the process to cement children's understanding of why it is important. Children know that they need to brush their teeth in tiny circles and at morning and night. Staff are good role models as they brush their teeth to the special toothbrushing song. This helps children to learn ways to keep themselves healthy.
• Partnerships with parents and carers are effective. Staff communicate well with parents, keeping them informed about their children's learning. Parents are invited to contribute to the evaluations of the setting. For instance, parents suggested changes to improve the outdoor area. These were taken on board by the setting and improvements made. The collaborative approach creates a sense of community in the setting.
• Staff demonstrate good partnerships with other professionals. They share information when children move from one setting to another, or where they attend another setting. The setting invites professionals, such as Portage workers and speech and language therapists, into the setting. They work together to create effective personal plans. This helps children with special educational needs and/or disabilities (SEND) to make good progress.
• Leaders are proud of the experienced staff team and the low staff turnover. Staff report that they enjoy working at the setting. They value the supportive nature of leaders and the closeness of the team. Staff complete mandatory training, such as food hygiene and paediatric first aid. However, continuous professional development opportunities are not focused on extending individual staff's practice further.

What the setting must and should do next

The provider should:

• consider the organisation of activities and routines more carefully to ensure that all children benefit fully from the learning on offer
• strengthen professional development opportunities to help all staff to consistently extend their knowledge and interactions.