Roydon Early Years Ltd

What is it like to attend this early years setting?

Children are greeted by friendly staff when they arrive at the setting. They happily leave their parents at the gate to explore the learning activities in the outside area. Children settle quickly and enjoy spending time with their friends and the staff. They run to join in with the morning routine on the log circle. Children are keen to show visitors their counting skills. For example, they carefully count how many magnetic fish they have caught. They enjoy acting out their favourite stories, giggling and running away from an imaginary bear they find on their 'bear hunt'.

Children have warm relationships with staff. They reach out to hold a staff member's hand to take them to the toilet and snuggle up with them on the cushions to share books. Children behave well. Staff remind them to take turns and teach them about sharing resources. Staff praise children's achievements. They encourage children to use their words if they are upset in order to help them to begin to understand their feelings.

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

• Children spend most of their time at the setting in the outside area. Staff plan and provide a good range activities to support children's growing skills. They focus on helping children to develop their imagination in the outdoor area. For example, children make pretend cakes in the mud kitchen and tell staff what steps they took to make the 'cake'.
• Staff have a good knowledge of their children. They plan activities based on each child's interests and the next steps in their learning to prepare them for the next stage in their education. Where children attend another setting, staff ensure they communicate regularly to ensure consistency and continuity of care.
• Staff encourage children to count throughout the day. Children practise counting during activities and confidently count how many children there are. Staff extend this learning by showing them how to add one more. This helps to support children's understanding of early mathematical concepts.
• Children are generally independent and try to do things for themselves. For example, they put their shoes on and help to wash up after snack. Occasionally, staff do not consistently recognise when children are able to do more by themselves. They do not organise some routines well enough to encourage all children to be highly independent.
• Children enjoy singing familiar rhymes and sharing a wide range of books with adults. During story time, they close their eyes to imagine what the alien in the story might look like and are excited to find out what will happen next. Staff provide opportunities for children to join in with familiar stories, using props. Children anticipate key events and enjoy finishing the words in the story.
• Staff are aware of the importance of supporting children's language and communication skills and engaging children in conversation. Some staff model thinking and pose questions to encourage children to talk. However, other staff do not consistently sustain conversation to extend children's vocabulary and challenge their thinking.
• Partnership with parents is good. Parents feel well informed about their child's progress. Staff share information with parents through an online learning journal about what children are learning in the setting and provide tips to support children's development at home. Parents value the opportunity to talk with their child's key person when dropping off or picking up their children every day. They say they appreciate the good opportunities that their children enjoy in spending so much time outdoors in the fresh air.
• There is a programme of regular supervision to support staff's well-being and to identify professional development opportunities. Staff say they feel confident in approaching the manager with any concerns they may have.

What the setting must and should do next

The provider should:

• support staff to develop their understanding of engaging children consistently in meaningful interactions that extend their vocabulary
• help staff to recognise when children are ready and capable to be independent and do things for themselves.