Small People Ltd

What is it like to attend this early years setting?

Children are becoming resilient and independent learners. Leaders and staff have created a unique learning environment for children. They plan and implement an ambitious curriculum that offers children most of their early education and care outside. Children have developed a love for their outdoor learning and are familiar with the routines.

Older children join staff under a canopy to revisit a favourite story book. They recall their prior learning by answering staff's questions about what will happen next. Staff skilfully introduce new learning as the story goes on, such as explaining that a lily is a type of flower. Children make funny faces when staff ask what they think the word hideous means. They remember that it means horrible. Children are building a wide and varied vocabulary.

Babies are becoming confident and able on their feet. They copy staff as they step on bubbles that land on the ground, saying, 'Pop'. Toddlers develop their small-muscle skills as they use tongs to pick up pom-poms. Staff encourage children to persevere when at first, they are unsuccessful. Children show determination to keep going until they complete the task. Older children use a safety knife to cut rings of pineapple. They follow staff's clear instruction to steady the fruit with one hand and firmly hold the knife with their other hand as they cut. Children practise skills during play that they then use at mealtimes.

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

• Leaders and staff work together to provide a safe, welcoming and positive learning environment for children. Staff attend regular training to ensure that they are confident and knowledgeable about their role and responsibilities. Leaders offer coaching and support to help staff continue to build on their practice and skills.
• Staff know what they want children to learn from the activities that they provide. They skilfully plan activities to include opportunities for all children to work towards their individual learning goals. For instance, during a reading activity, staff support some children recognise familiar letters and words, whereas they encourage other children to develop their imaginations by making props. Staff use their knowledge of child development to closely monitor children's progress. They assess what children can already do, and what they need to learn next.
• Staff use effective strategies to help children find solutions, when they approach minor conflicts in their play. For example, they suggest children rearrange the resources on a table during a play dough activity, so that all the children can easily reach what they want to use. Staff suggest the words that children could use when they want their friends to share with them. Children go on to successfully negotiate their play interactions following the support they receive from staff.
• Staff are mindful of additional safety precautions needed to eliminate risks linked to providing children's care outdoors. For example, they remove children's outer layers before they sleep so they do not overheat. Staff regularly check children and make use of covered spaces, such as pods and yurts, to ensure that children remain dry, warm and comfortable in the wet weather conditions. Handwash stations are regularly refreshed with warm soapy water to promote children's good health and hygiene.
• Leaders and staff, in the main, communicate well with each other to share accurate and up to date knowledge of individual children's learning needs. However, recent changes within the staff team have resulted in minor inconsistencies in how and when information is shared. This means the support for some children's learning is less consistent than others
• Staff use their knowledge of children's lives at home to shape the curriculum. They recognise children's different heritages during regular culture days, where children try new foods and learn about different countries. Staff prepare children for the arrival of new siblings by frequently discussing this with them. Children are excited to tell new people that their mummy has a baby in her tummy. These activities and interactions help children to feel valued and special.
• Partnership with parents is positive. Staff work closely with parents when children first start to help inform the settling-in process. Staff provide regular updates about children's daily routines and activities. They share information about children's next steps in learning and offer ideas on how parents can continue this at home. Parents comment positively about how their children benefit from the outdoor learning environment.

What the setting must and should do next

The provider should:

• strengthen information sharing between all those involved in children's learning.