Small Wonders

What is it like to attend this early years setting?

Children are happy and settled in the setting, and older children are able to talk about how they are feeling. They are supported by staff who know them well and understand their interests, likes and dislikes. Children behave well and understand what is expected of them. Staff use pictures and explanations to help children understand the rules of the setting and reinforce them during children's play. Children have positive attitudes to learning, and they actively make choices about the things they want to play with. This helps children to concentrate and be engaged in play for extended periods of time.

Children make good progress in their learning and development. Staff have high expectations of what children are capable of and sit with children at their level, supporting them to be curious. For example, children mix different-coloured paints together and explore what happens. Babies are developing their physical skills and hand-eye coordination. For example, they concentrate as they carefully place one brick upon another while building a tower. Children are learning how to take care of their environment. For instance, they help to tidy up the toys when they have finished playing.

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

• Staff think carefully about how the environment they create for children supports their learning and development. For example, they set up spaces that are inviting and offer several opportunities for children to extend their learning. This helps children to be stimulated and motivated in their play.
• Staff encourage children to develop a love of books. For example, they have added books to each play space for children to use independently. This supports children to use books for a range of purposes and gain new knowledge.
• Staff support children to develop their skills and knowledge related to early reading. For example, they engage in fun games where children can identify words that rhyme with each other. This supports children to make good progress in literacy.
• Staff have not completed the progress check for all children aged between two and three years. This is a requirement of the early years foundation stage. However, this does not have a significant impact, as they monitor the progress of children in their learning and development. They use this information well to identify areas where further support is required and share with parents what children are able to do on a regular basis.
• Children with special educational needs and/or disabilities receive good support. The special educational needs coordinator works well with the key person, parents and other professionals. This helps to ensure that that there is a consistent approach to meeting children's individual care and education needs.
• Staff provide children with lots of praise and encouragement. For instance, they recognise the efforts that children make and tell them how well they have done. This helps to build children's confidence and self-esteem.
• The manager ensures that staff complete training that extends their existing knowledge. However, the current systems in place to monitor staff practice are not sharply targeted to provide opportunities for staff to improve their practice and knowledge to an even higher level.
• Children are learning about healthy lifestyles. For example, they clean their teeth in the nursery each day. This supports children to develop good oral health practice.
• Staff build good relationships with parents. They share information about children's learning and development. This helps parents to continue learning at home.
• Staff help children to develop their social skills and work together. For example, they encourage children to help each other to find missing jigsaw pieces. This supports children to play well together with their friends.
• Children participate in a range of opportunities where they can exercise. For instance, they play outdoors everyday using a range of physical equipment. This helps to have a positive impact on children's well-being.

What the setting must and should do next

The provider must:

• complete two-year progress checks for all children between the ages of two and three years, to identify whether there are any concerns in their development. (by 18 December 2022)

The provider should:

• monitor staff's practice more closely to support their ongoing development, in order to raise the quality of education to the highest level.