Seabridge Care Club Ltd

What is it like to attend this early years setting?

All children flourish in this inclusive and welcoming setting, where a calm and caring atmosphere inspires them to explore, discover and grow into curious, independent learners. Leaders and staff provide nurturing, consistent support that enables children to settle swiftly and form secure, trusting relationships. Even the youngest children display exceptional confidence and a strong sense of security.

Independence is woven into every part of the day. Children take pride in looking after their immediate environment, eagerly helping to put toys and resources away and learning to dispose of tissues responsibly. They approach personal care routines with growing assurance, preparing for snack time with minimal support. Staff use skilful encouragement, using just the right balance between guidance and allowing children to succeed on their own. This fosters perseverance and resilience, as well as a sense of pride in their achievements.

Children benefit from daily opportunities to play and explore outdoors, where they develop superb physical skills and a growing awareness of nature and the changing seasons. They climb, ride on trikes, kick footballs and navigate obstacle courses, testing their abilities and building strength, balance and coordination. Staff are highly skilled at observing and knowing when to step in, while also giving children the space to practise and extend their physical skills safely. Children are encouraged to think carefully about what they are doing, helping them to assess risks and make sensible choices. This supports them to grow in confidence and build the skills they need to manage challenges safely.

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

• Leaders are passionate about and deeply dedicated to their role. They place children firmly at the centre of every decision they make. Their commitment shines through in their daily interactions, where children are treated with warmth, patience and genuine care. Staff share the same vision and work together as a united team to make sure children receive the very best start.
• The curriculum is ambitious and meaningful and is carefully shaped around children's interests and individual needs. Communication and language are central to all aspects of practice, with stories, songs and conversation seamlessly threaded through the session to ignite curiosity and imagination. Staff skilfully introduce new ideas and build on what children already know, naturally extending their learning. They follow children's lead while turning everyday moments into rich opportunities for discovery.
• Leaders and staff enrich the curriculum by giving children experiences that broaden their understanding of the world. They create exciting opportunities, such as role-playing a journey on an aeroplane, complete with pretend passports and a suitcase. Children also enjoy outings in the local community, such as walking to the shops to buy fruit, visiting the library and posting letters at the post box. These experiences help children connect their learning to the real world, giving them valuable skills and memories to treasure.
• Children enjoy a variety of topics, such as 'All About Me', where they explore who they are, develop a strong sense of belonging and proudly celebrate what makes them unique. Conversations flow naturally into talk about families, pets and treating each other with kindness, with children eagerly sharing their own experiences and listening to each other. Creative activities make this learning come alive. For example, children look into a mirror and study their facial features before creating self-portraits on paper plates.
• Children's behaviour is exemplary. They display empathy, patience and kindness. For example, older children act as 'buddies', kindly supporting the youngest children by showing them where to wash their hands, how to use soap and paper towels and helping them join in with daily routines.
• Children have lots of fun exploring construction toys, experimenting with building towers, bridges and enclosures. They become fully immersed in their play, proudly exclaiming 'I'm going to make the tower taller' and 'We have to work as a team.' Staff skilfully extend this learning by modelling mathematical and positional language.
• Leaders and staff involve parents in every aspect of their child's learning, encouraging continuity between home and the setting. Parents receive regular updates and suggestions for supporting learning at home. Written feedback from parents is overwhelmingly positive. Strong partnerships with the host school that children attend further strengthen this approach. Staff share information with teachers, mirror familiar routines and attend settling-in sessions, ensuring smooth transitions and consistent support for every child.