Ruardean Acorns

What is it like to attend this early years setting?

Children are happy and settled. The manager and staff plan an exciting curriculum to engage and teach children well. Children take part in varied activities that help them to learn and develop, including for when they move onto school. Children get the chance to play games and be physical in the school hall, join in playtimes in the school playground, and learn about nature and wildlife when exploring the forest area.

Children investigate and experiment as they play. They have real food in the play farm. They tell staff that the lentils are 'hard and spiky'. They melt ice cubes in their hands to create a pond for the pretend ducks. They tell staff it is because their hands are hot that the ice turns back into water. They talk about the cows and that they get milk from them.

Children are creative and use their imaginations. Some children work together to make a 'tea party'. They share pasta out onto different plates, make 'cups of tea' and share these with staff and friends. Others find stickers and wrap them around twigs then use coloured pens to create rainbow twigs.

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

• Children are highly motivated. They cooperate superbly with others. For example, older children pass wooden blocks to younger ones so that they can help to build towers. They show patience when younger children knock the tower down. They encourage others to help rebuild them.
• The manager and staff know what children need to learn and achieve. They watch children to see what interests them. They provide different activities to encourage children to try new things. For example, they set out foam in a tray outdoors. Children dip their hands in, making patterns and commenting on the shapes. Other children bring over their favourite toy dinosaurs. Staff show them how they can 'stomp' the dinosaurs in the foam and make tracks, which children copy.
• Children share and take turns brilliantly. They pass round plates and cups to each other at snack time. They know the rules to follow and manage appropriate risks. For instance, when wanting to cut with the scissors, children tell staff and remember that they need to sit down. They say that this is to make sure that they do not hurt themselves or others.
• Staff support children's communication and language. They comment on what children are doing and ask questions. For example, when children are playing with the wooden blocks, staff ask them to name colours. They make suggestions and offer help. However, staff sometimes miss opportunities to extend the learning further. They talk quickly and sometimes give answers before children have time to think of responses.
• Children recall learning and make connections. As they play with the puppets, they recognise who they are and what they do. Children tell staff that the doctor 'makes people better', the police 'help you get home if you get lost' and 'catch baddies', and fire fighters put out fires. They talk animatedly about the fire fighters as they look at books about them. They point out the ladder, saying it is needed to reach the roof. They talk about how the hose takes the water to the fire and the jackets are shiny so other people can see them.
• Children concentrate well. They keep trying even when they come across difficulties. For example, they work out that putting a flat shape at the end of thread helps to keep other beads and reels in place. Staff show younger children how they can put their coat on and praise them when they succeed.
• Staff read stories with children. They ask questions about the characters and get children to point out features in the pictures. They engage well with children but sometimes miss when quieter children want to join and listen too.
• Key persons and the special educational needs coordinator work in partnership with parents and other agencies to support children's development. Children's needs are identified quickly. Parents comment positively about the help and support children receive. Children with special educational needs and/or disabilities are well supported and make good progress.

What the setting must and should do next

The provider should:

• improve the way staff use opportunities during activities to extend children's learning and development
• make sure staff take note of and support quieter children to help them to join in and engage in activities.