Olivers Lodge - Newport

What is it like to attend this early years setting?

Children are happy and confident in this welcoming setting. They form good friendships with other children and secure bonds with staff. Children join in with the variety of activities that support their interests. Young children enjoy playing with pretend seaweed made from coloured spaghetti. They use their hands and tongs to scoop it up and explore the texture. Staff introduce new words into their play, such as 'sticky', and children repeat the words back.

Babies enjoy nurturing relationships with staff. They giggle and delight as they enjoy a game of 'peek-a-boo' with coloured scarves. Even the smallest babies join in with water play as staff hold them up to reach the water tray. They eagerly splash in the water to join in the fun. When they become tired, staff gently rock and cuddle them closely as they start to relax, ready for sleep.

Children enjoy being physically active. In the garden, they enjoy digging in the mud and finding plastic insects. Staff help to support their counting skills as they count the number of legs on each one. Children play in the mud kitchen. They confidently choose the utensils and bowls that they need to make a pretend cake. Children develop the strength in their bodies as they swing backwards and forwards on the swing.

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

• The manager is passionate about providing high-quality care and learning for all children. Staff report feeling well supported in their roles. They receive good opportunities to enhance their professional development through training and supervision. The manager and staff have worked hard to gain accreditation, which focuses on reflection and continual improvements that improve outcomes for children.
• Children benefit from a carefully planned curriculum that takes into consideration the children's interests. This helps to ensure that children are motivated to learn. Staff know the children well and ensure that their next steps are weaved into learning opportunities. For example, when staff identify gaps in children's learning experiences, particularly following the COVID-19 pandemic, they put effective strategies in place to support them. This means that all children make good progress.
• Staff place a focus on supporting children's language and communication skills. They consistently engage children in conversations. Staff use challenging vocabulary and take the time to explain and demonstrate the meaning of new words. For example, when young children play with the pirate ship, staff introduce new words such as 'stable' when discussing how the ship moves up and down in the water. They demonstrate the meaning of these words to help children's growing understanding. Babies babble back and forth with their familiar adults, who promote their early language development.
• Children's behaviour is generally good. Staff provide children with plenty of praise and encouragement throughout the day, boosting their self-esteem and confidence. Children listen to staff and follow instructions well. However, on occasions, staff overlook the opportunity to support children to understand the rules of the setting. For example, staff tell children not to ride their bikes in certain areas of the garden but do not help them to understand why this is important. This does not help children to have a clear understanding of the rules and boundaries.
• Children learn the importance of good health and hygiene through activities and the everyday routine. For example, babies learn about the importance of brushing their teeth and washing their faces through planned water activities with dolls. They use sponges to wash dolls' faces and toothbrushes to clean their teeth. Older children are encouraged to wash their hands before they eat their meals. However, staff do not always encourage all children to manage small tasks for themselves, such as putting on their wellington boots or taking off their coats. This limits the opportunities for children to learn to be independent.
• Partnerships with parents are positive. They say that they are well informed about their children's day. Parents understand how to further support children's next steps at home. They particularly appreciate the emotional support that their children receive from their key persons.

What the setting must and should do next

The provider should:

• support children to understand why rules and boundaries are in place
• develop staff practice to support children to have opportunities to be independent and do things for themselves.