Park Lane Children's Centre

What is it like to attend this early years setting?

Children are encouraged to follow their own interests and take the lead in their play at this well-organised setting. Staff plan a rich and stimulating curriculum that encourages children to explore the world around them. Staff have high expectations. Most children make good progress, including children with special educational needs and/or disabilities (SEND). For example, children who find it difficult to settle during large group activities practise sitting for short periods of time while working in small groups. Staff encourage children by providing interesting resources to engage them, giving praise for their efforts.

Behaviour is good. Children know the setting's rules well. Staff support children who are having difficulties by talking to them about the impact their behaviour has on others and praising them when they behave appropriately. Children enjoy playing with and alongside their friends. They share toys when playing inside and take turns when using the larger equipment in the outside area.

Staff foster children's independence and self-help skills. For example, children make choices about what they would like to drink at snack time and what clothes to put on to keep themselves warm before going outside. Children self-register when they first arrive.

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

• The curriculum is well planned and takes account of children's learning and developmental needs. Staff observe and assess children regularly. This helps them to monitor their progress and identify any gaps in their knowledge and skills.
• Staff have a good knowledge of their key children. They are quick to identify any children with specific needs. Staff support families to access external advice and make referrals when required. This means that children with SEND and those with additional needs receive appropriate support in a timely manner.
• All children are encouraged to practise their skills and build on their previous knowledge. Most children are motivated to learn and appear happy and secure. However, some activities do not provide enough challenge for the older children, and some staff do not extend older children's learning. Therefore, they do not make as much progress as they could.
• Staff provide a language-rich environment. There is a wide range of books available, inside and outside, which children enjoy reading. They hear clear, fluent vocabulary from staff and are introduced to new words regularly. However, some staff do not use open-ended questions effectively to generate conversation and/or encourage children to repeat vocabulary and use their own words. This means that children are not practising their spoken English as much as they could.
• Children's understanding of the world is well supported. They enjoy growing plants and learning about different insects and their habitats. When it is raining, they collect the water in buckets. They discuss how quickly their buckets are filling up, making connections with the heaviness of the rain.
• Staff provide opportunities for children to develop their social skills and form positive relationships with their peers. They make sure children understand the setting's routines and what is expected of them when they transition between activities. Children's behaviour is good at these times, as they listen to and follow adult instructions well.
• Staff support children to develop good health. They provide healthy snacks, make sure children are regularly active and talk to them about the importance of brushing their teeth.
• The manager regularly evaluates the performance of the setting, considering the views of staff, parents and local authority advisors. Staff appreciate the training and personal development opportunities they receive. They are keen to develop and improve their knowledge and skills.
• The nursery staff work very well with the children's centre team. They make sure information about families is shared and work together to provide targeted advice and support sessions for parents.
• Parents give positive feedback and praise the support they receive from staff. They feel their children make good progress and highlight how much they enjoy coming to the setting.

What the setting must and should do next

The provider should:

• ensure activities provide enough challenge for older children and that staff understand how to extend older children's learning when working with them
• support staff to improve their questioning skills and ensure they encourage all children to talk and practise their spoken English.