Play and Learn Sutton Coldfield

What is it like to attend this early years setting?

Children are warmly welcomed into the setting by familiar staff. Once inside, they settle quickly as they seek out their friends and initiate games to play.

Children love exploring the outdoors. They practise gross motor skills, climbing up the play house and sliding down. Children enjoy using a wide range of bikes and tricycles. They pedal and manoeuvre around obstacles, and use their problem-solving skills when they 'crash' into each other to work out how to untangle their wheels. Children are developing a love of minibeasts and insects and have recently completed a project about them. They find a ladybird in the garden and discuss what the ladybird needs to eat and where they should put her, so she can be safe. Children recall information they have learned about insects, such as ants, and think these may be too big for the ladybird to eat.

Babies form strong relationships with their carers. They show that they feel safe and secure as they are happy and confident. Babies are learning about their bodies and enjoy washing their 'babies' in toy bath tubs. They find different parts of the body and then find where their own eyes and nose are. Staff encourage them to squeeze the sponges and watch the water drip from them. Babies laugh and giggle as they splash in the water.

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

• The COVID-19 (coronavirus) pandemic has had an impact on the setting. The provider, management, staff and some children have caught COVID at various intervals, impacting significantly on the setting's ability to remain open at times. However, staff recorded videos of themselves reading stories and shared activities online for parents to do with their children at home. New systems are in place for children settling in and for prospective parents who want to view the setting.
• Parents praise staff for the resilience they have shown and the care provided for their children. They report that staff take safety and well-being very seriously and they put the needs of children at the heart of everything they do.
• Children with special educational needs and/or disabilities are well supported. Managers and staff work alongside external agencies to quickly identify children who require additional support. A variety of different strategies, such as visual communication aids, are used to support children. Staff attend extra training to help them deal with the complexities which arise from some of the children's needs. This has helped children manage their feelings better and ensures they have access to the same opportunities and activities as their peers.
• Management and staff implement a well thought out curriculum. A strong emphasis is placed on literacy and early communication skills. Younger children are consistently exposed to new language and are encouraged to say complex words, such as 'elephant'. They are taught the phonetic sound of letters that words begin with. Older children are taught phonics through discussions and activities. Simple mathematical concepts are introduced in play. For example, an 'ice-cream parlour' activity encourages children to chose different pretend ice-cream flavours. When ice creams are 'bought', children work out how many are left. However, on occasions, some planned activities do not provide enough challenge for those children who are most able.
• Staff regularly complete observations and assessments of children to monitor the progress they are making. This enables any gaps in learning to be swiftly identified and action taken to close those gaps. Children are making good progress and acquire skills for their next stage of learning and eventual move to school.
• Managers complete regular supervisions with staff and use observations to improve the quality of teaching. Staff report that they feel well supported with new mental health wellness checks and they have opportunities to attend training for their own professional development. It has been identified that the quality of teaching is variable in the older children's room. Staff changes have been implemented and support is being given. However, this is not yet fully embedded as staff are not always able to adapt their teaching style to support those children who are less confident. This leads to children who are confident overshadowing some group activities, leaving children with less confidence unable to voice their opinion.
• Children benefit from freshly prepared, healthy and nutritious meals and snacks. They learn about healthy lifestyles and choices they can make. Children are gaining independence and self-care skills. They wash their hands at regular intervals to stop the 'germs from spreading'. Children are taught to be kind and share with their friends. As a result, on the whole, children behave well.

What the setting must and should do next

The provider should:

• plan more challenging experiences for those children who are most able to help them to make even greater progress
• support staff to help children who are less confident become more engaged in group activities to increase their learning and be able to voice their opinion.