Pretty Windows Ltd

What is it like to attend this early years setting?

Children have opportunities to clean their teeth, helping to promote oral health. Staff give them their own toothbrush and toothpaste. They help children to understand that they need to clean their teeth for a set amount of time, ensuring that they do this thoroughly. Children say that they need to clean their teeth because they are dirty. Children receive gentle reminders from staff to show positive behaviours. One example of this is when staff ask younger children to use their walking feet when they begin to run indoors. Children who speak English as an additional language are supported to have a sense of belonging in the nursery. For instance, staff use children's home language when they greet them.

Children have opportunities to develop their balance and coordination. For example, older children hold on to staff's hands for support when they first climb onto and over tyres. They then attempt this on their own, beginning to show confidence in their abilities. Staff hold onto very young children's hands when they begin to pull themselves up to standing. Children take a few steps forward when staff support their balance, helping them to begin to walk. Children are asked to recall from memory what they have learned from the books they have shared. For instance, when staff ask them what is special about Autumn, children remember from stories that it is cold and that the leaves change colour and fall from the trees.

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

• When children first start attending, staff gather information from parents about their children's abilities. They use this, alongside their observations and assessments of children's learning, to help identify what they need to learn next. This includes the support children need to promote their communication and language skills. For instance, staff sing songs with very young children to support their early speaking skills.
• Staff identify targets and implement these for children with special educational needs and/or disabilities. This includes using images of the daily routine to support children's understanding of changes throughout the day. Referrals are made to other professionals to support children's individual needs. Additional funding that some children receive is used effectively to provide them with a calm space to help promote their emotional well-being.
• Staff attend supervision meetings with the management team to help them reflect on their practice. They observe each other and offer ideas and suggestions for ways to provide better learning outcomes for children. However, the management team does not support staff to develop their knowledge of how to promote better practice for sleeping children. This results in staff not always using the correct equipment when children sleep.
• Staff encourage children to complete tasks on their own. For example, they ask older children to pour their drinks and put waste food in the bin when they have finished eating. Younger children get tissues to wipe their noses when staff ask them to do so. Older children serve themselves food at lunchtime.
• Staff plan activities to build on children's learning, such as understanding volcanoes. Older children learn about the earth's different layers and the colour of lava. They explore and experiment as they add baking soda and vinegar to a pretend volcano. Children show excitement when foam erupts from the top.
• Staff actively encourage children to show positive behaviour. This includes asking them to share the resources they use. For example, when children make play dough, staff ask them to take turns to add colouring to the water and mix the ingredients. Children learn to play cooperatively together.
• When children start attending school, staff share information with teachers about children's individual needs and achievements. This helps to promote consistency when children move on. However, staff do not share information with all parents about their children's development. Furthermore, they do not offer parents ideas about how they can contribute to their children's learning at home.
• The management team and staff reflect on the experiences they offer children. They make changes to improve the amount of space and range of toys and resources pre-school children have access to. This helps to provide children with further opportunities to support their learning.

What the setting must and should do next

The provider should:

• support staff to extend their skills and knowledge of how to develop better practice for sleeping children
• strengthen information sharing with all parents and keep them informed about their children's development and how they can contribute to this at home.