The Happy Homestead

What is it like to attend this early years setting?

The ethos of the setting ensures that children learn about the environment, nature and the changing seasons. Children help to grow vegetables and fruit during the summer months. They see the management of the animals on the land. This promotes children's understanding of wildlife and growing cycles.

Children enthusiastically enter the safe and secure premises. Friendly and approachable staff welcome them into the setting. Children confidently say goodbye to their parents as they run to greet their friends. Staff give reassurance to children and recognise when they need extra support and comfort. For example, when children have been affected by the COVID-19 pandemic and have had minimal contact with other children, they ensure these children have opportunities to become comfortable around others.

Children receive a varied curriculum which is largely delivered outdoors. Staff have high expectations for all children and know what they want them to learn. They know their key children well and have targeted approaches for their learning, based on children's interests. Staff support children in expressing their emotions. They act as excellent role models and ensure children treat each other with respect and care. Staff promote empathy as they talk about behaviour and the impact of children's behaviour on others.

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

• The curriculum is well delivered. Staff react spontaneously to children's interests as they play. For example, they quickly respond to a child's interest in dinosaurs as they extend an activity. Staff talk about the different species and compare the sizes, using descriptive language.
• The manager monitors staff's observations and assessments of their key children. She ensures staff accurately identify the next steps in children's learning. Children subsequently make good progress.
• Staff promote communication and language very well as the children invite them into their activities. They skilfully support children's imaginative play. For example, staff encourage children's creativity as they ask them about the treasure and the pirate ships. They introduce new vocabulary as they pretend to view the horizon through the telescope.
• Children's mathematical development is promoted well. They gather around staff to compare the sizes, colours and the number of legs of insects, then sort them into groups of similar types.
• Physical development is promoted well. Children have ample opportunities to run around and climb. Staff support children to take safe risks. They encourage children to learn how to jump safely from small heights.
• Staff help children to develop their independence. They encourage children to open the packets in their packed lunches, and praise them as they do things that they perceive to be challenging. Children know they need to find their coats and shoes before going out to play, and try to zip these up to keep warm.
• Staff support children's emotional well-being effectively. They help children to resolve conflicts with their friends. Staff encourage children to respect each other and the decisions in their play.
• Partnerships with parents are positive. Parents are very complimentary about the care and education provided. They appreciate the communication relayed via an online application, verbal feedback and routine reports. Parents are aware of the progress their children are making.
• Staff support children's transitions to school. They ensure children are emotionally and physically prepared. Staff share information with schools to support children's ongoing learning and development.
• Leaders accurately reflect on the quality of the provision. They identify areas to develop and changes they would like to make, to support children and staff.
• The setting encourages healthy lunch boxes and supports parents with suggestions about healthy content. However, staff do not always check to ensure packed lunches are stored appropriately in the setting.
• Well-established routines throughout the day ensure children know what will happen next. For example, at lunchtime, children know they need to wait for all children to wash their hands and be seated before they eat. However, this means children can be waiting a long time. In addition, as children choose outdoor play, large gatherings can develop as children find their coats and shoes. As a result, the area where children need to change their footwear becomes very busy and, at times, chaotic.

What the setting must and should do next

The provider should:

• manage daily routines more effectively to ensure children are not waiting for extended periods of time
• consider ways of ensuring all packed lunches are stored appropriately.