Play Place Busy Bees

What is it like to attend this early years setting?

Children are greeted warmly by staff, which enables them to settle quickly. They follow routines independently and organise their belongings upon arrival. For example, they hang coats on pegs and place their own water bottles on the water table. This promotes children's independence and self-awareness to look after their belongings.

Children are comfortable trying new activities that include the use of their favourite toys. For example, children race cars down pipes to compare and adjust speeds. This engages children to try new activities and begins to build their understanding of trial and error.

Children generally behave well. Staff are beginning to identify effective strategies for those children who find it more difficult to manage their own feelings. Leaders understand the needs of children, particularly those with special educational needs and/or disabilities. They are actively seeking advice from external agencies to support children to manage their behaviour.

Children go on regular outings. For instance, they travel to the local woodland and explore the area changing throughout the seasons. They also take part in outings for current events. For example, children travel by bus to lay flowers at Her Majesty Queen Elizabeth's Memorial in Croydon. This supports children's understanding of the world and engages children in their local culture.

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

• All staff support the needs of those who speak English as an additional language. For example, staff repeat the names of everyday objects numerous times and encourage children to repeat it. This supports children's development of language and encourages them to speak new words independently.
• Staff listen to children and acknowledge their ideas. For example, when children want to make eyes for a dinosaur they have built from building blocks. However, on occasions some staff do not fully extend children's learning. For example, staff praise children when they share prior knowledge of dinosaurs, but do not progress learning further.
• Staff are good role models for the children. They talk to the children with respect and are attentive to their care needs. For example, staff ask if the children would like help wiping their nose and wait for a response. This encourages the children's independence with self-care and supports their emotional well-being, as they understand help is there if they need it.
• Leaders recognise and celebrate the diverse group of children at the setting. Children are encouraged to fill 'multicultural boxes' with family pictures, religious calendar dates and recipes important to them. Staff use this information to plan activities for all children to explore. For example, children follow a recipe and bake Egyptian cookies their friend eats after Ramadan. This provides opportunities for children to share their own culture, while learning about other cultures in their community.
• Leaders identified that some children do not have access to outdoor space when at home. Staff offer all children the opportunity to play outside. For example, they ride bikes in the garden. This provides children access to equipment that supports their physical development and improves their gross motor skills.
• Children's interests are implemented within the provision and are utilised to support different areas of learning. For example, roads are shaped as numbers for the children to follow with cars. This supports early number recognition with toys children play with daily.
• Parents praise staff for adopting an 'open door' ethos. They comment how approachable all staff are and how helpful the manager is. For example, the manager has explained how to register their children for a dentist checkup. Parents are familiar with the progress their children are making and value how involved they are with their learning. For example, parents visit the class to speak of a religious celebration.

What the setting must and should do next

The provider should:

• develop further staff interaction with children to ensure children are continuously challenged
• ensure strategies used to support children that find it more difficult to regulate their behaviour are fully effective.