Pillowell Early Years Group

What is it like to attend this early years setting?

Children have fun at this warm and nurturing setting. They make early friendships with each other and develop strong bonds with the kind staff. Children focus well, as they take part in small group activities that staff plan carefully to support their interests. For example, as children make bird feeders, staff encourage them to talk about how the seed feels and smells. Children use mathematical language as they count the scoops of bird seed into their bowl.

Children benefit from regular exercise and outdoor play. They have access to a woodland area, where they have hands-on opportunities to explore nature and develop their physical skills. Children learn to take risks, as they balance and jump across a tyre trail. Younger children display a can-do attitude and hold onto a staff member's hand as they jump from tyre to tyre. Children are proud of themselves and excitedly shout out 'I did it!'.

During the COVID-19 (coronavirus) pandemic, the setting adapted routines to ensure individuals remained safe and well when in attendance. During settling-in periods, parents were invited to stay and play outside, instead of coming into the building. This prioritised everyone's safety, while ensuring children received the support they needed for their emotional well-being.

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

• The manager and staff demonstrate a clear understanding of the curriculum and what they want children to learn. They know children well, and use their interests to plan activities to support their development across the areas of learning. However, during adult-led activities, staff sometimes focus too heavily on the end product, meaning they miss opportunities to challenge and extend children's learning further.
• Staff promote children's early literacy development and communication skills well, using books and familiar stories. Children enthusiastically clap their hands to the rhythm of the words and join in with repeated phrases. They use their imagination to act out different parts of the story. For example, they twirl around in the 'swirling, whirling snowstorm'.
• Children behave well. They show respect for others as they take turns during their play. Staff encourage children to share their ideas and opinions. For example, when drawing a bear to support their role play, staff ask children what facial expression the bear should have. However, when children have different ideas, staff make the decision for them. They do not always give children the time and support they need to allow them to discuss their ideas and make an informed and fair decision.
• Children are beginning to learn about the experiences of different communities beyond their own. The manager recognises the setting is in an area with little cultural diversity and has recently linked with a more diverse setting to share experiences and information. Children look at photographs of children at their linked setting and discuss their play experiences and routines.
• Partnerships with parents are good. Staff discuss the child's day with parents, including the activities they have enjoyed. They share photographs and written feedback about their children's achievements and encourage parents to tell them about what their children do at home. Parent feedback is complimentary, especially how well staff know their children.
• The manager works closely with staff to evaluate the setting and identify strengths and areas for improvement. Staff contribute their ideas in making changes to the learning environment. For example, they have planned to build a 'sensory shack' to enhance children's sensory experiences.
• Some committee members have not had their suitability checked, because relevant documentation has not been sent to Ofsted in a timely manner. This does not have a significant impact on children's well-being or safety because these committee members do not have unsupervised access to children. The registered individual and manager are currently reviewing recruitment procedures. They have plans to undertake training to further enhance their understanding of safer recruitment.
• Staff work well to help children learn to keep safe. They use every day opportunities, such as walking to the 'outdoor classroom', to enhance children's understanding of road safety. Older children learn basic first aid, so they are aware of what do if an adult looking after them at home is unresponsive. Children have learnt to push an unwell adult onto their side and call '111'.

What the setting must and should do next

The provider must:

• ensure Ofsted is provided with the necessary information to carry out suitability checks on all committee members. (by 8 October 2021)

The provider should:

• support staff to better recognise and make more effective use of spontaneous opportunities to extend and challenge children's learning further
• provide children with further time and support to discuss their ideas and make informed and fair decisions.