Sky High Achievers Ashton

What is it like to attend this early years setting?

Children receive a warm welcome from nurturing staff who know them well. They are happy and safe in nursery. Children are curious and motivated to explore the fascinating array of resources. They are encouraged to take ownership of their environment. Outdoors, they transport logs to ensure the fairy garden is just how they want it to be. This helps them to become fully engaged in their learning. Children are polite and take care of each other. They understand what is expected of them and respond positively to reminders about boundaries. Children are sensitively supported to manage their feelings when things do not go their way. They are given time to express themselves and supported to find solutions to problems. Children benefit from many opportunities to develop their independence. They know when to ask for help and staff act promptly to support them if needed. This helps to foster a real can-do attitude.

Children are encouraged to talk about their ideas and experiences. They are listened to and given time to respond to questions. Staff celebrate children's successes. This fuels their enthusiasm for learning. For example, they share and talk about the bugs they have found in the woodland area. Due to COVID-19 pandemic restrictions, parents do not always come into the childcare rooms. However, children are greeted by their key person. They know where to put their things and are eager to get busy. Parents now come in to visit with new children. The settling-in process is flexible. Staff ensure that it meets the needs of individual children.

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

• The cleverly designed environments are filled with interesting objects that spark children's curiosity and provide lots of opportunities for problem-solving. For example, toddlers practise their pouring and stirring skills as they pretend to make tea. They pour water from real tea pots onto fruit tea bags and add lemon slices. The explosion of smells and textures thoroughly engages children.
• Staff skilfully make the most of every interaction. For example, as children confidently use pipettes, jugs and bottles to mix 'fairy potions', staff encourage chatter. Children discuss how colours change and carefully consider how much water is needed to fill their containers. Children are becoming confident communicators.
• Children are developing a love of books and stories. Books are readily available to all children. These are shared with children in comfy quiet spaces and used to extend children's vocabulary. Children can talk about their favourite books. Staff carefully select 'special books' which help develop children's understanding of special events, emotions and friendships.
• Leaders and staff are passionate and have a clear vision and ethos. Staff adopt a shared approach to teaching which considers children's learning needs. Staff learn from each other and use creative ways to share new ideas. Leaders recognise the importance of staff well-being and use a range of strategies to support this. This helps maintain a happy and relaxed learning environment for children.
• Staff accurately assess children's learning and plan to follow their interests. Many areas of the curriculum are taught through well-sequenced activities that build on what children know and can do. However, this sequenced learning is not consistently applied across all areas of learning.
• Parents report that their children make good progress in the nursery. They value the way that staff make the nursery feel like a 'home from home'. Parents praise the way that staff carefully think about children's individual circumstances. Staff chat daily with parents about their child's day. However, not all parents are clear about the ways in which information can be shared electronically. This can result in misunderstandings about the ways in which children's needs are being supported.
• Leaders ensure that the most vulnerable children are well supported. The provision for children with special educational needs and/or disabilities is strong. Staff are supported to identify the learning needs of individuals and, where necessary, adapt the curriculum accordingly. For example, staff use additional assessments and resources to support children whose language development is delayed. Children are given the support they need to help them to succeed.

What the setting must and should do next

The provider should:

• develop partnerships with parents even further by making parents aware of all communication channels for sharing information
• strengthen the curriculum further to consistently build on what children know and can do across all areas of learning and development.