Selby Cottage Childcare Centre

What is it like to attend this early years setting?

Children flourish in this exciting and stimulating setting. They develop remarkably strong bonds with the caring and nurturing staff. Staff provide children with an exceptional range of opportunities both indoors and in the extensive outdoor areas. For example, staff teach children how to safely use a range of tools to develop their woodwork skills. This provides an excellent opportunity for children to develop their fine muscle skills and encourages creative and critical thinking.

The extremely skilled staff actively promote a nurturing and engaging environment by meticulously planning activities based on children's interests and developmental stages. For instance, babies are highly engaged as they explore a wide range of sieves, ladles and utensils in the walk-in sand pit. Their communication and language development are skilfully supported as staff instinctively respond to younger babies' babbles. Toddlers repeat new words such as 'Jackdaw' as they look for birds during their 'Nurture through nature' sessions within forest school. Children thrive on the praise and encouragement from staff as they demonstrate their new vocabulary. Children are very settled, safe and secure.

Staff are excellent role models for children. They have very high expectations of all children. Children are keen to help their peers. For example, when younger children do not have a seat at the table, older children help them to find one without prompting. Children's behaviour is exemplary. Staff foster a community atmosphere within the setting and opportunities to develop outside of the setting are extensive. For instance, children visit the local swimming baths, forest school and allotment. Furthermore, staff support children to visit the local aged miners' homes and the local community centre. This inclusive approach encourages children to learn about diversity and the world beyond their immediate environment.

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

• The leadership team are inspirational. They strive to achieve and maintain the highest standards of care and learning for children. Staff are well qualified, highly motivated and passionate about their roles. The leadership team disseminate their skills and knowledge with other settings and colleges in the local area. Staff work extremely well together as a team. They are very supportive of each other. Staff well-being is paramount.
• The curriculum is ambitious and expertly planned. Planning is sequenced to help children securely develop the skills and knowledge needed before they move on to their next stage of learning. Regular observations and assessments ensure that any gaps are swiftly identified. Activities are designed and implemented to support individual children's learning. Support for children's communication and language development is outstanding. The high-quality interactions between staff and children, along with the regular reading of carefully selected books and stories, enable children to build their communication and literacy skills.
• Partnerships with parents are excellent. They speak very highly of the nursery. Parents receive regular updates, daily feedback and are often welcomed into the setting for a variety of stay-and-play sessions. Parents praise staff and say they 'could not be happier' and that the staff are 'caring and dedicated.' Parents are delighted with their children's progress. They feel fully immersed in their children's learning and they value the way the setting embraces the whole community.
• Children's behaviour is exemplary. Staff are excellent role models. They encourage children to be respectful, take turns and help others. Staff have high expectations of all children in their care. This results in very calm and happy children who have very positive attitudes to each other and to their learning.
• Children are extremely well supported to develop important independence skills. For example, during snack and lunchtime, children serve themselves from a wide range of healthy items. Younger children learn how to hold a knife safely while they butter their cracker. Older children help set the table, laying down cutlery and napkins for their friends.
• Children with special educational needs and/or disabilities (SEND) receive excellent support. Staff ensure that swift referrals are made, and support plans are of a high quality. Staff have established highly effective partnership working with other professionals, such as health visitors, speech and language therapists, and portage and the local authority.
• The curriculum seamlessly extends between the indoor and outdoor area. Children benefit greatly from extensive outdoor experiences. Children develop their social and communication skills as they explore the mud kitchen. They explain that they are adding basil to their 'spaghetti bolognese'. Staff encourage children to explore nature and the environment. They dissect flowers, plant vegetables and go looking for bugs in the trees. Children take responsibility for looking after 'Kate' and 'Charlotte', the resident hens. Staff teach children how to keep safe around the campfire and with the support of staff children learn how to light a fire using a fire lighter and cotton wool.