Promise Childcare

What is it like to attend this early years setting?

Staff warmly welcome children and families into the setting. Children settle quickly, as staff know them well and are sensitive to their individual needs. Staff skilfully build positive relationships with children, which helps them to feel happy and secure. Overall, staff give good attention to promoting children's language and communication skills. They sing songs and rhymes and frequently engage in looking at books and reading stories with children. They show interest in children's thoughts and ideas and ask questions to embed learning and encourage children to problem-solve. For example, when playing in water, staff encourage children to experiment with materials to discover which will float and sink. Staff deliver a broad curriculum and help children to develop the key skills they will need in the next stage of their education.

Staff encourage children's health and well-being effectively. Children have regular drinks and enjoy 'hot dinner Wednesday', when they learn to use cutlery independently to cut up their food. Staff provide lots of opportunities for children to get fresh air and play outside. Children practise their physical skills as they climb and balance. They follow instructions and learn how to use equipment safely. They take turns and share the resources with each other. Staff are good role models and create a positive environment where everyone enjoys their play experiences.

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

• The manager has implemented an effective curriculum that reflects the needs and interests of the children. Children are keen to engage in their learning and are motivated to explore independently. For example, when playing outside, children consider how they can combine their role-play games with water play. They fill up containers and set up a car wash for the wheeled toys. Children beam with joy as they play cooperatively with their friends.
• The manager and staff work well together as a team and are committed to supporting all children to reach their potential. Staff clearly enjoy their roles and feel valued for the contribution they make. However, staff do not benefit from regular supervision sessions with the manager, which means they do not frequently discuss further training opportunities or support that would help to raise their teaching practice to an even higher level.
• Partnerships with parents and carers are very strong. Staff endeavour to establish effective communication links with all families so that parents can share in children's learning and progress. Parents describe staff as 'welcoming' and 'kind' and particularly value the family atmosphere that is fostered. Parents comment that the setting helps to prepare children well for their transition into school.
• Staff give high regard to promoting children's literacy skills. Children participate with enthusiasm during group story times. They listen with interest and show their understanding of the text as they answer questions. Younger children delight in sharing books and repeat new words as staff read to them. Children frequently choose books to look at independently or share with a friend. In addition, staff provide opportunities for children to visit the local library. Children develop a love of books and reading from an early age.
• Staff encourage children to further develop their independence and social skills at mealtimes. Older children learn to use knives safely to cut up their food and confidently pour their own drinks. Children demonstrate good manners as they say 'please' and 'thank you'. During group activities, such as snack time, staff generally engage children well in conversation to promote their communication skills. However, there is scope to extend this further with the youngest children.
• Children with special educational needs and/or disabilities, and those in receipt of additional funding, are well supported at the setting. Staff work closely with parents and external professionals to identify where children need extra help. Additional funding is used effectively to provide appropriate resources and play experiences to follow children's interests and help children to make progress.
• Staff provide a rich variety of experiences to help children to make links with the local community. For example, children frequently visit local shops and businesses and develop an understanding of the services provided, such as buying food to eat or stamps to post a letter. Children show their appreciation to people who help them by writing and delivering thank you letters.

What the setting must and should do next

The provider should:

• implement more regular supervision opportunities to enable staff to reflect on their practice and consider their ongoing training and development needs
• support staff to develop and extend children's communication and language skills consistently during daily routines, such as snack time.