The Forest of Dean Children's Opportunity Centre

What is it like to attend this early years setting?

Staff value each child as a unique individual at this setting. There are a high proportion of children with special educational needs and/or disabilities (SEND). Targeted support is swiftly put in place to ensure children make the best possible progress. Staff know children extremely well and draw upon this knowledge to ensure teaching builds on what children already know. Staff celebrate every small achievement. They use good teaching strategies to support learning and development.

Children enjoy well-planned outside sessions in the nature area. For example, an excellent storytelling session enthrals children, and they listen avidly. The lead practitioner draws children into the story by capturing their imagination and attention. By altering her tone, pace and dynamic she takes the children on a journey. Children take part in the story. For example, they close their eyes and peep out to wait for mother owl to swoop in. Every opportunity to engage children, motivate their learning and foster a deep love of stories and books takes place. Children then create dough owls on the path, adding buttons and making families. Children thrive as they receive extensive praise, and they beam with pride. Children's self-esteem and emotional security are a key area of strength at this setting.

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

• Leaders have considered their curriculum well. They tailor the curriculum to support children to make good progress. This helps to close any gaps in children's learning.
• Mealtimes are sociable times. Staff and children sit together and talk about their day. Staff support and encourage healthy eating. They support children in their emerging independence, for example opening packets and undoing lunch boxes.
• Children are physically active throughout the day. They receive encouragement to take and manage risk in a safe environment. For example, children develop core muscle strength as they clamber over banks and weave in and out of large rocks.
• Staff consider ways to capture children's curiosity and imagination. They respond very quickly to children's interests, for example the wind blowing streamers tied to a pole. Staff extend this further by attaching a large piece of fabric to a climbing frame. Children watch and feel the cloth as it flaps in the wind. Staff encourage children to observe the effect of the wind.
• Parents are complimentary about the warm and friendly approach they receive from staff. The setting works closely with parents. Leaders offer early help and extra support when needed. The setting employs a family support worker who liaises closely with families. Staff share learning and offer tips to extend learning in the home.
• Older children flourish under the expert guidance of their room lead. Every opportunity to extend learning and capture children's interest takes place. Children behave well and respond positively to staff. However, this is not as evident with younger children. Staff do not always have high enough expectations for behaviour. For example, during group time, staff and children do not clear away the toys, choosing instead to sit among them. This means children become distracted and lose focus.
• Children with SEND have their needs met exceptionally well. Leaders work extremely well with external agencies and parents. They ensure the most vulnerable children are well supported.
• Staff provide effective targeted support for children who need to develop their communication and language skills. Children who have limited speech receive support to communicate in a variety of ways. For example, staff aim to enter children's world by following their communication style. They imitate their actions and repeat the sounds they make.
• Children learn about the similarities and differences between themselves and others. Staff are clear with children about the different learning needs and physical abilities of the children who attend. Children learn to be highly accepting of the diversity that exists between them.
• Staff receive regular supervision sessions. However, inconsistencies in the quality of teaching mean that not all children receive the same high-quality interactions. The leadership team has identified these areas for improvement but has not addressed them quickly enough.

What the setting must and should do next

The provider should:

• explore ways to maintain and build on good practice by focusing professional development on opportunities to further enhance teaching skills
• support staff who work with younger children to manage behaviour in a consistent way so that expectations are clear and managed effectively.