Poppy Fields

What is it like to attend this early years setting?

Children are happy and settled at this nurturing setting. Staff greet children at the door with a smile. Children excitedly enter the setting, keen to see their friends and play with the variety of resources on offer. Children quickly become engaged in the activities provided. They laugh and giggle with each other as they engage in play.

Staff offer children experiences to help them to learn about the world around them. For example, children visit the theatre, farm, the post office and a Polish bakery, where they help to make bread. People from different professions are invited into the setting to speak with children. For example, children have recently had a visit from a police officer and a dentist. Children are confident communicators and talk with the inspector about their many 'adventures'.

Children have strong bonds with staff. They actively seek staff out to share ideas and/or ask for support. Staff know children well and plan a range of stimulating activities to support children's individual interests. For example, children are given the opportunity to 'bake' in the mud kitchen to extend their growing interest in cooking. Children explore the indoor and outdoor learning environments independently. They put on their own coats and wellingtons before heading outdoors.

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

• Staff find out what children know and can already do before they begin attending the setting. This information is used to plan a purposeful programme of activities that supports children's interests and next steps in learning. As a result, all children, including those from disadvantaged backgrounds, do well.
• Children with special educational needs and/or disabilities (SEND) are supported well. The knowledgeable special educational needs coordinator works in partnership with a variety of multi-agency professionals to ensure that children with SEND access an ambitious programme of activities that meet their needs. Children with SEND make good progress from their starting points in learning.
• Most staff model language well. Children enjoy listening to a variety of stories, that staff read with enthusiasm. However, occasionally, staff do not ensure that their own speaking of English enables children to hear and develop their own language and vocabulary well.
• Staff teach children to take appropriate risks and challenges as they play indoors and outdoors. For example, children use a hammer and nails to connect shapes together. Staff remind children how to use the equipment safely. Children listen and respond to instructions well. Staff provide children with a healthy diet and ensure that children have the opportunity to be physically active each day.
• Leaders and staff have high expectations for children's behaviour and conduct.
• Children are beginning to manage their own feelings and behaviour. Staff support this by offering lots of positive reinforcement. However, children who are struggling to manage their feelings and behaviour are not supported consistently across the setting. This does not support children to develop a sense of right and wrong.
• There is a robust recruitment and induction process in place. Staff feel well supported. Leaders monitor practice and staff attend frequent training to ensure that the standard of education remains high. The setting works in partnership with the local authority's early years team, who attend the setting frequently to offer any support required.
• Partnership with parents is strong. Parents are happy with the care and education that their children receive. They comment on their children's progress, and how their language in particular has improved since starting at the setting. Parents are happy with the communication which they receive from staff through an electronic app. They are kept well informed about their child's progress and next steps in development.

What the setting must and should do next

The provider should:

• use language appropriately so that children learn the correct pronunciation of words
• provide a more consistent approach to managing children's behaviour, so that expectations are clear to children and their behaviour is managed effectively.