Sunflowers at St. Anne's

What is it like to attend this early years setting?

Children form strong friendships and play harmoniously. For instance, children negotiate between themselves who will climb first, demonstrating democracy and appreciation for cooperative play. Staff use simple and effective strategies to help children understand what is expected of them. For instance, a visual timetable helps children to better understand routines. Staff show a yellow and then red card, and children understand this is an indication to tidy up. They all sing together as they organise the space and toys. Children are helpful and behaviour is good.

Children are encouraged to choose where they would like to play. This independence helps children to express themselves and explore their talents through self-chosen play. Children are motivated and eager because learning is fun. To illustrate, children choose to dress up. They develop their ideas through imaginative play. Staff join in and dress up as wizards. They talk about 'potions' and 'spells', introducing new and descriptive words to extend children's emerging vocabulary. Staff initiate a game of chase and children enjoy running outside. They encourage children to run slow and fast, extending coordination. Staff are great role models. They play with children and subtly extend challenge to promote learning. Staff help children to learn about nature and the world around them. For example, children describe with enthusiasm the wildflowers they have planted to encourage bees and wildlife into the garden. Children learn to be compassionate through nature and living creatures.

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

• A recently formed senior leadership team are ambitious, hardworking and driven. They have worked tirelessly over recent months to make some impressive improvements to the environment and curriculum and still strive for even more. They know what they do well and have high aspirations and a sharp vision for the setting. The quality of this provision is good and continually improving.
• Children benefit from a rich, varied and stimulating programme of play. The curriculum is carefully designed with clear intent to support each and every child. Children's interests are incorporated into activities to ignite their awe, wonder and curiosity. Children have fun and enjoy their learning.
• Staff work closely with outside agencies and professionals. For example, expert physical and French teachers attend each week to enrich learning in these areas. Speech and language specialists and local authority officers provide advice on how to best support children. These strong links with a range of professionals helps to ensure all children's needs are met.
• Staff ensure the nursery is safe, clean and well organised. They sterilise tables before meals, to promote children's good health. They wear protective aprons and gloves when changing nappies or serving food to maintain the utmost hygiene. Children's health and welfare are professionally managed.
• Staff work hard to develop good relationships with parents. They regularly share information about children's progress and experiences through a convenient online app. Parents comment they find this system easy to use and are reassured by the daily updates. Staff and parents share back-and-forth information about children through face-to-face discussions and online updates. This continual communication facilitates seamless care and learning between home and the setting.
• Staff support children to prepare for school. Children who are about to make this transition speak with excitement about their new school adventure and what they are expecting. Staff have excellent links with the local school and teachers often visit and share their expertise and teaching ideas with staff. This helps to ensure that children make a smooth transition to school when the time eventually comes.
• Managers and room leaders often observe staff because they are continually present within the rooms. However, they do not provide staff with individualised feedback on their practice, to help them better understand how to improve their good teaching and help children make rapid progress.
• Children make good progress across all areas of learning. However, there are fewer opportunities for children to develop their writing skills outside. This does not consistently support those children who prefer to learn outdoors.

What the setting must and should do next

The provider should:

• provide staff with frequent feedback on their practice, including areas to develop to help them better understand what they do well and how to improve
• extend the rich learning environment available outdoors to include more writing opportunities to fully support those children who prefer to learn outside.