Roche Pebbles Childcare Centre

What is it like to attend this early years setting?

Children are happy at this friendly setting. Knowledgeable staff support children effectively. Children are familiar with the routines of the setting, and this helps them settle quickly on arrival. Pre-school children engage in a range of activities linked to their interests. Children recall what they have been learning about with ease. Staff link new learning experiences to familiar ones. Children speak excitedly about celebrations they have shared at home, such as Bonfire Night with fireworks, and then learn more about the Chinese New Year and the celebrations they are going to have with their friends at the setting. Children are eager to take part in craft and dance activities linked to the celebrations.

Toddlers explore their developing physical skills outdoors. They enjoy using the balance bikes and re-enacting familiar stories with support from staff. Babies have access to resources that develop curiosity and wonder, and staff show real knowledge of each child's character and sensitively encourage each one to flourish. Babies experience lots of story-and-rhyme times, as well as opportunities to explore physical development toys and sense-of-self resources, such as mirrors. Staff throughout the setting have high expectations for children's behaviour, and children respond well to these. Children respond well to visual reminders shared by staff when it is time to change to another learning activity, and this helps transitions to be calm and happy. Staff engage in a daily dialogue with parents to pass on information about successes of the day for each child. Next steps in learning are also shared regularly.

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

• Leaders and staff have a clear curriculum intent, and they have created a curriculum that supports all children. They have taken the time to get to know children well to ensure the curriculum meets needs and interests. Leaders and staff prioritise well-being and a developing a sense of security when devising their curriculum. They view these as needs to be met to enable children to be ready to learn.
• Leaders review children's learning regularly. They look at the progress they have made and identify any gaps. This enables them to plan for children's next steps. Leaders form these judgements with key persons, and discuss any training needs that would help them to support children's development and progress. As such, all children make good progress in their learning and development.
• Staff ensure children hear lots of language. Children experience lots of story times and singing activities during their day. They clearly enjoy these times and focus very well, smiling and joining in with repetitive text and asking questions about illustrations in the books. Older children develop an interest in print for meaning. Children in the pre-school room enjoy trying to create their own writing. They enjoy copying Chinese symbols and enjoy explaining what the marks mean.
• Leaders and staff have worked hard to get to know their key children. An effective key-person system helps staff to know the children well, and helps to identify their needs. However, staff do not challenge children as much as they could to do things for themselves, such as dressing and undressing for outdoor play.
• Leaders and staff work together to support children with special educational needs and/or disabilities. The setting hosts regular meetings with parents and professionals involved with the family, such as speech therapists. This ensures that each child has the support in place to make progress, regardless of their starting points.
• Parents speak positively of the setting. Staff gather information from parents about children's starting points, which helps them meet children's learning and development needs immediately.
• Children take part in targeted activities to support their next steps. These are successful in developing knowledge and understanding; however, on occasion, the environment chosen for these activities limits children's engagement and concentration.
• Children learn the rules of the setting and how they can help to keep themselves safe. For example, children learn the importance of not dropping fruit skins on the floor at lunch. The risk of slipping is discussed with them, and they all agree they want to keep everyone safe.
• Children are exposed to lots of early maths vocabulary. Staff regularly include counting in sequence as part of an activity. For example, counting the number of children in the line or the number of chickens in the play farm.
• Staff model effective communication skills and engage even the youngest children in conversations. All children learn to develop effective speaking and listening skills.

What the setting must and should do next

The provider should:

• extend opportunities for children to be able to do things for themselves so they build resilience and perseverance
• ensure the organisation of focus group activities help children to concentrate and fully engage in their learning.