St Thomas Children's Centre CIO

What is it like to attend this early years setting?

Children enter the warm and welcoming setting with ease, demonstrating a strong sense of belonging. They quickly join their friends in play. They spend lots of time exploring the wide range of activities on offer. Children move freely between the indoor and outdoor environments. Enjoying the sunshine, they practise their self-care skills as they put on their hats and sun cream independently. They confidently access the water to wash their cars, supported by staff who skilfully develop children's early language skills as they learn to 'scrub, scrub, scrub' their cars clean.

Children benefit from a well-planned curriculum. Staff thoughtfully consider their interests when planning activities. The children are captivated by the topic, which is 'mythical'. They develop their curiosity and early imagination skills as they listen attentively to a letter read aloud from a 'baby dragon'. They patiently take turns to touch the dragon and feel its spines. Staff extend the activity by introducing voting, encouraging the children to choose a name for their dragon.

Children are exceptionally kind and caring. They learn to look after each other and living things. For example, they work together to gently pick up a ladybird and move it to a safe space. Staff consistently model these warm and respectful interactions. Children learn that everyone is unique and has special talents. The setting is inclusive and all children are taught sign language to communicate with their friends. They learn a new sign each week and practise using these in their play.

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

• Leaders have high expectations for all children at the setting. They carefully consider what they want children to learn and have designed a curriculum that places a strong focus on communication and language development. Young children are supported to learn songs by heart, using visual prompts to help them to recall the rhyme. While most activities are purposeful and well planned, on some occasions, staff are not clear about what they want children to focus on specifically in an activity, and they give children too much information at one time. Sometimes, this makes it harder for children to focus on the key concepts.
• Staff set up the indoor and outdoor environments well to support children's learning. They follow clear routines so children know what to expect throughout the day. Visual prompts help children to understand what is happening now and what will happen next. On occasion, staff do not fully think about the space and noise levels during group times, which means some children find it hard to stay focused.
• Staff provide a range of opportunities to support children's physical development. Children build core strength as they are encouraged to reach up high to make marks with chalk on the wall. They carefully climb the play equipment, taking their time as they move from box to box with their friends. As a result, children develop strong physical skills.
• The special educational needs and disabilities coordinator (SENDCo) is highly effective and ensures that children with special educational needs and/or disabilities (SEND) have clear targets for what they need to learn next. Leaders use funding well to provide targeted support. Staff are highly skilled and work closely with a range of professionals to help children with any delays to their development. As a result, children with SEND make excellent progress from their starting points.
• Staff plan effective transitions to school. The setting works closely with the local school to make sure children are well prepared for starting reception. Children who need extra support are given plenty of time to get ready for the move. For example, some children visit the school early and take part in a phonics lesson in their new classroom. This ensures children are confident and ready for their next stage of education.
• Parents speak highly of the setting. They feel well supported by leaders and staff and know where to go if they need help. Parents are aware of what their child is doing well and how they can support learning at home. They value the termly reports and parents' meetings, which help them stay informed about their child's progress. As a result, strong partnerships with parents support children's learning and development.
• Leaders prioritise staff's well-being and make sure staff feel supported. They take time to get to know the team members and understand how they are feeling. A well-being system is in place to offer ongoing support. As a result, staff feel valued, morale is high and staff retention is strong.

What the setting must and should do next

The provider should:

• ensure all staff are clear about what they want children to learn from planned activities and do not give children too much information at once
• review the organisation of group-time activities to ensure children are able to maintain their focus and concentration.