Sallykidscare

What is it like to attend this early years setting?

The new team of staff work well together. They successfully implement the changes made since the last inspection. They plan an ambitious curriculum where children's learning needs and interests are a focus for their activity plans and children's progress is continuously monitored. All children, including those with special educational needs and/or disabilities (SEND), are making good progress in their learning and development.

Children have good relationships with staff and each other. They greet each other on arrival and quickly join in play. Staff offer hugs and cuddles when children seek reassurance. This helps them to feel safe and secure. Children know the daily routines and behave well. They develop good personal independence as they know where to put their hats and hang up their coats. Children enjoy relaxed, sociable mealtimes and develop healthy eating habits as they serve their own foods and talk about the vegetables on their plates.

Children follow their own interests as they transport toys during play. For example, they use tools to make their dough shapes and take them to the home corner oven to imitate cooking. Children enjoy lots of praise and encouragement from staff for their efforts and achievements. This promotes their positive behaviour effectively, including learning to share and take turns.

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

• Good progress has been made since the last inspection to bring about significant changes so that the requirements of the early years foundation stage are now met. Staff have completed relevant safeguarding training and work closely with local authority professionals to ensure they understand their responsibilities to safeguard children's welfare and meet their learning and development needs.
• Staff are proud of the improvements made since the last inspection. Managers have reviewed staffing arrangements, along with staff's induction and supervision. However, arrangements for staff supervision are not yet fully embedded to enable managers to gain an overview and tailor support, coaching and training more precisely to meet staff's individual needs.
• Children develop effective physical skills during outdoor play. Younger children balance well as they jump on the equipment. They enjoy playing ball games with staff and confidently use the small slide. Older children enjoy running around and play imaginatively as they use diggers to rescue toy animals stuck in the wet sand.
• Older children show good control as they draw representational pictures of people and talk to staff about their drawings. At lunchtime, they find and recognise their names written on the back of their chairs and talk about the different letters with staff. These early literacy skills help prepare children to be ready for when they move on to school.
• Staff talk to children about what they are doing, sing songs, read stories and extend children's vocabulary well. They help children develop their confidence in speaking and give lots of praise for their efforts. As a result, children with SEND and children who are learning to speak English as an additional language are supported effectively. They are making good progress in developing their communication and language skills.
• Overall, staff help children to manage their behaviour well. They tell children about what they are doing next and instil good safety routines, for example walking carefully in the muddy parts of the outside play area. However, occasionally, staff do not give explanations that help children to understand the consequences of their behaviour so that they understand the impact of their actions on others.
• Parents say their children are happy, settled quickly when they began and have made good progress. They explain how their children's communication and language skills have really improved, and they are developing their personal independence. Parents value the support given by managers and staff, including toilet training. Parents are kept well informed about their children's progress and events of the day.

What the setting must and should do next

The provider should:

• embed systems of regular staff supervision, to gain an overview and tailor support, coaching and training more precisely to meet staff's individual needs
• consider ways to help children understand the consequences of their behaviour so that they understand the impact of their actions on others.