Southmead Children's Centre

What is it like to attend this early years setting?

Children are warmly greeted as they excitedly attend this setting. On the way to their rooms, they have access to resources designed to promote their curiosity, such as exploration of natural resources and dual-language books. This supports children to begin their learning as they wait to enter their rooms.

Staff are kind and nurturing towards children. They build good relationships, which helps children to settle quickly. Children thoroughly enjoy their time at the setting as they engage in fun activities with their friends and staff. On occasions when children become upset, they seek out staff to comfort them.

The manager and staff strive to make the setting inclusive for all the children who attend. They carefully consider the resources and activities on offer to make it accessible for all, while ensuring that the most-able children continue to be challenged. For example, the large water play area has a higher and lower water tray. This enables all children to reach.

Staff skilfully follow children's interests to progress their development. For instance, children express interest in healthcare professionals, so staff provide them with resources to play 'doctors and nurses'. Staff use the activities to engage children in meaningful play.

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

• The manager and staff provide a well-designed curriculum based on children's individual needs and interests. They monitor their curriculum closely to ensure that they fill any gaps in children's experiences. This helps children to make progress in all areas of learning. For example, mathematics was identified as an area for improvement. Leaders took swift action, including extra staff training to provide children with more opportunities in this area. As a result, children generally make good progress in mathematics.
• Staff model language through conversation, stories and nursery rhymes. They use simple and repetitive language to help children practise their communication skills. Children enjoy singing sessions and listen well as they join in with the actions. Story time is interactive. Staff use props to engage children and maintain their interest. They use Makaton to support communication in children with speech and language delays. This is embedded in their daily routine.
• Lunchtime is a sociable time of day. Children chat happily with each other and with adults. Staff engage children in conversation and use the opportunity to learn about their experiences. They support children to think about the world. For example, where apples come from and the different coloured apples. Occasionally, staff miss the opportunity to promote children's independence at mealtimes. For instance, encouraging children to pour their own drinks or put their plates away.
• Staff capably manage children's behaviour. They understand the children's needs, including those with special educational needs and/or disabilities (SEND). When children display undesirable behaviour, staff skilfully distract them with an activity of their interest.
• Children are kind and caring towards their friends and staff. However, staff do not consistently teach children to use good manners. For example, saying 'please' and 'thank you'.
• Staff engage in child-led role play and extend children's understanding of the world. During water play, children make tea. Staff ask questions such as 'How do you make tea?' and 'What do we need to make tea?'. Staff teach children to be careful as tea is hot.
• Parents are very complimentary about the setting. They comment positively about how happy and excited their children are to attend. Parents receive ample communication from staff about their children's day and overall development. They feel well supported by staff.
• Children with SEND, and those who receive additional funding, are well supported. The manager and staff work closely with parents to put individual plans in place. Where necessary, children with SEND receive high levels of attention and support. The management team makes effective use of funding to support individual children. For example, children who enjoy outdoor play benefit from a wide variety of resources in the outdoor area, to progress their learning.

What the setting must and should do next

The provider should:

• provide more opportunities for children to develop their levels of independence
• consistently encourage children to develop good manners.