Play Station @ Barley Close

What is it like to attend this early years setting?

Children form strong relationships with the kind and nurturing staff who care for them. They are eager to begin their play and separate from their parents and carers with ease. Children learn to recognise their name and self-register as they place their name card in a post box. They choose from a wide variety of toys and resources, which have been thoughtfully placed in the environment to support their interests and motivate them to learn.

Children become completely absorbed in their imaginative play. They invite staff and visitors to join in with their play as they act out past experiences. For example, they lie down on their tummy and pretend to splash around in a swimming pool. Staff encourage children to move their arms and kick their legs. Children discuss different sea creatures and lie still as they pretend they are starfish.

Children strengthen their hand muscles as they roll and mould dough. They gently press thin pieces of dried spaghetti inside the dough and are careful not to cause it to snap. Children sit alongside staff as they create their own sticker pictures. Although children find it difficult, they persevere as they peel the stickers from the paper. Children are proud of themselves and celebrate their achievements. They announce to the group, 'I did it all by myself!'

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

• Managers and staff develop positive partnerships with parents. They gather a wide range of information about children's interests and care needs when they first begin to attend. Staff communicate with parents at drop-off and collection times. They invite parents to join children in the setting to view and discuss their learning journals. Parents are also invited to attend some group sessions, such as an organised yoga session to promote well-being week.
• Children benefit from meaningful experiences to learn the importance of hygiene practice. For example, they recently collected apples from a tree in the garden and learned how they need to be washed before they can cook and eat them. However, the setting is yet to fully support children to understand all areas of healthy lifestyles, such as the importance of good oral health.
• Staff provide children with lots of opportunities to be physically active and explore the outdoor play space. Children learn to manage risk safely and display very good coordination as they skilfully climb steps on the setting's new play frame. Staff support young children to take turns. They encourage them to use a sand timer when they take turns to use the swing. Young children develop strength in their bodies as they swing back and forth. Children enjoy playing jumping games with staff. They move their bodies and jump through hoops, calling out the colours.
• Staff share ongoing information with parents about children's learning. They provide parents with a short written summary of each child's development between the ages of two and three years. However, sometimes, these are not always precise enough to fully outline children's targets for future learning and promote the best possible progress.
• Children learn about similarities and differences in the world around them. They understand that not every person has the same appearance or experiences. Staff support them to look at photographs of different living accommodations and explain that some people live in houses and some may live in a flat. Children acknowledge and celebrate these differences. They recognise and confidently tell visitors, 'I wear glasses like you'.
• Managers use the extra funding they receive to enhance the experiences of children and enrich their learning and development. Staff take children to take part in small-group swimming lessons at the local primary school. This supports their physical development and equips them with essential life skills to support their personal safety. Staff provide children with opportunities to go on the minibus to visit areas of interest in the community and learn about the world around them.
• Managers continually evaluate their setting and the care they provide. They reflect on the environment and make changes to positively impact children's experiences. Staff value and consider children's opinions. For example, when developing their outdoor area, they have purchased a basketball hoop and football net at the children's request.

What the setting must and should do next

The provider should:

• consider further ways to enhance children's awareness of healthy lifestyles, with particular regard to the importance of good oral health
• review assessment procedures to make sure that the information shared is precise and targeted to promote the best possible levels of progress.