Smartys School Club

What is it like to attend this early years setting?

On arrival, children are greeted by an inspirational team of staff with huge smiles and an abundance of enthusiasm. Children confidently find their own pegs and hang up their belongings. They rush through the door to greet their friends and quickly engage in their enriching learning environment. Children flourish in this highly engaging setting. Relationships between staff and children are extremely positive. Staff are exemplary role models and nurture confidence and curiosity in children.

Children thoroughly enjoy a wide range of imaginative play experiences. For instance, they learn positional language as they pretend to be pirates and use their telescopes to search 'under' and 'over' outdoor objects to find the pirate's missing golden pants. Staff support children to be independent problem-solvers. They set a challenge to build a plank for the pirates to walk on. Children share ideas with their friends and think critically about what materials would work best. Children are fully immersed in their learning.

Children's behaviour is superb. All children demonstrate high levels of concentration in carefully planned activities, skilfully adapted by key persons to meet children's individual learning goals. At the shake of a tambourine, all children stop what they are doing and wave their hands in the air. They wait for the next instruction from staff. Children have a deep understanding of rules and expectations.

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

• The setting has created a broad, ambitious and sequenced curriculum. The management team has carefully considered its learning environment which is under constant review to ensure it meets the changing needs of children. Staff provide activities that develop, consolidate and deepen children's knowledge across all seven areas of learning. For example, children recall their knowledge of the ocean as they hunt for sea creatures in the water. Children accumulate a strong foundation of skills for their future learning.
• Staff create a language-rich environment, enabling children to develop excellent communication skills. They make wonderful use of story time to challenge children's imagination through skilful questioning. Song time is a delightful experience. Children sing along to new and familiar songs. They move their bodies and tap their instruments to accompany their joyful singing.
• Staff have established healthy routines. Lunchtime is a social occasion. Staff sit with children and engage in conversation as they enjoy healthy and nutritious meals together. There are lots of opportunities to be physically active throughout the day. For example, children crawl under cargo nets and dance along to their favourite nursery rhymes. They discuss the physical changes in their body after exercise. Children gain an excellent understanding of how to be healthy.
• Processes to support children's transitions are extremely robust. Staff gather a range of information about new starters. This ensures that meaningful learning can take place from the onset. Children are equipped with a wealth of skills and knowledge to prepare them for their transition to school. Staff ensure that children meet their new class teachers. Children talk about their next stage of learning with excitement and confidence. For example, they are proud to share that they are going to be in the 'amber' or 'ruby' class. The setting has excellent relationships with the on-site school. This ensures continuity of care for children attending the school club.
• Staff strongly promote inclusion throughout the setting. They go to great efforts to ensure that all children feel celebrated. They explore different cultures and invite parents to share their religious experiences. Staff dedicate time each day for children to share their experiences outside of the setting with their friends. As a result, even the quietest children exude confidence.
• The dedicated and committed management team has high aspirations for the setting. The team is highly reflective and continually strives for improvement. The team places an emphasis on continually developing their passionate and skilled workforce. Staff report high levels of well-being. This is demonstrated in their interactions with children.
• Staff establish excellent partnership with parents. Parents value the updates and communication that they receive and say that they feel listened to. Effective communication with parents ensures that children with special educational needs and/or disabilities (SEND) get the help and support that they need. As a result, children with SEND make exceptional progress from their starting points.