Our Monkey Club C.I.C.

What is it like to attend this early years setting?

Children enjoy their time at Our Monkey Club. They play happily from the moment they arrive. Children independently hang up their belongings and seek out their friends to play. They are curious as they explore the vegetables within the role play corner. Children learn the names of the vegetables as they fill up baskets to buy them in the shop. They laugh with excitement as they pop the beans out of the skins and learn new words such as 'sticky' as they feel the textures change. Children make their own choices about what they want to play with. They safely explore indoors and outdoors throughout the day. They know to put on their coats when it begins to rain.

Children behave very well. They listen to instructions that are clear and consistent. This means children understand the rules and expectations. For example, children pick up their toys once they have finished playing. This is to give other children opportunities to play and show respect for each other. When children are faced with challenges, staff help them to understand their emotions. Children are continually praised for their efforts. They try hard and explore new ways of doing things to solve problems. This includes trying new foods and persevering to peel their own oranges for snack. Children make good progress from their starting points and are well prepared for their next stages in learning.

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

• Leaders of the setting are very knowledgeable and experienced practitioners. They lead by example, offering extensive training and advice to help improve practice. Systems for monitoring and development are firmly embedded. Leaders are highly reflective. They always strive to make improvements in the way they work. This enables staff to become the best they can be for the children in their care.
• Staff help children to learn through their interests and with each other. For example, children use resources they find to construct a campfire. They pretend to toast marshmallows by placing cotton reels on straws. Staff engage children through discussion. They help children to learn from each other by watching what their friends do and commenting on the ideas they have. Staff help children to clarify their thinking, which keeps children focused.
• Staff ask children questions to check what they have previously learned. For example, children discuss how to make the colour purple by mixing red and blue. Children remember they cannot make red as it is a primary colour. However, staff do not extend children's ideas and thoughts so they are able to learn new concepts and extend their knowledge.
• Children work together to help each other. Older children act as role models for younger children. For example, when making glittery collages, younger children ask the older ones for help. Older children reach resources from the shelves and share their ideas.
• Children feel valued. Staff listen to children's ideas and opinions. This helps to build children's self-esteem and confidence. Children play well together as they sing songs, take turns and choose books for adults to read. Children join in with the stories and act out narratives of their own. For example, children climb up high to escape 'sharks in the sea'. Friends 'jump into the water to save them' when reading books about water.
• Children with special educational needs and/or disabilities are well supported. Staff have a good level of knowledge about how children develop. They can adapt activities so all children are included. Staff also provide opportunities to develop children's sensory skills. For example, children have scarves to hide underneath. Staff work closely with other agencies to design these opportunities for learning. This helps these children to make good progress from their starting points.
• Parents speak very highly of the setting. They feel their children are safe and well cared for. Parents are aware of the activities their children take part in during the day. They enjoy receiving photos as they can see their child is happy. However, more information about what their children are learning and how they can support them at home would help parents to be more involved in their children's development.

What the setting must and should do next

The provider should:

• provide parents with information about what children are learning and how they can help children learn at home
• improve how staff use questioning and discussion to promote children's learning.