The Old Library

What is it like to attend this early years setting?

Staff have created a learning environment that oozes calm and tranquillity. Children feel safe and have a strong sense of belonging. They wave their parents off at the front door each morning and are eager to greet their friends. In the main, staff have planned an ambitious curriculum that keeps children interested to learn. For example, children relish trips to the local farm. They learn about the different habitats of animals. Children are keen to share their knowledge of the life cycle of a frog with their friends. Staff are good role models. They provide children with clear expectations for their behaviour. Children know what is expected of them and they behave well. Children show kindness towards others. For example, they cuddle their friends and praise them for their achievements.

Staff help children to understand the importance of healthy living. They provide them with nutritious foods and talk to them about the benefits of a balanced diet. Staff support children to understand the importance of good oral health. For example, they talk to them about visiting the dentist and why they need to brush their teeth. Staff encourage children to be physically active. They provide opportunities for children to take part in ring games and an assault course outdoors. Children develop excellent physical dexterity and show high levels of endurance during their play. Staff promote children to become independent from a young age. Babies help to clean their own faces and wash their hands after eating. Older children help to tidy toys away and learn to put their own coats on. Children develop good skills in readiness for their eventual move on to school.

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

• The setting has effective systems in place for self-evaluation. It uses information from staff, children, parents and carers when determining how it can improve. For example, through reflection, the setting has developed play areas for babies to help to improve their physical skills. This means that babies have lots of space to freely move and test out their large-muscle skills.
• Overall, children are provided with a broad and balanced curriculum, which builds on what they already know and can do. However, some staff are not aware of what leaders intend children to learn. This means that, on occasion, some staff do not always know how to keep children engaged in their learning.
• The support in place for children with special educational needs and/or disabilities (SEND) is excellent. The setting ensures that children with SEND get the support that they need. It works closely with parents and external professionals to ensure that intervention plans are accurate. Children with SEND flourish at this setting.
• The key-person system is highly effective. The setting gives children's emotional well-being high priority. It has a bespoke settling-in process for each child. This helps staff get to know children and their families. Children settle incredibly well and develop in their self-confidence.
• The setting has systems in place to support staff's training, supervisions and coaching. However, some of these are in their infancy and have not had time to be fully embedded across the setting. This means that there are some inconsistencies in staff's practice. For instance, some staff do not always use the correct vocabulary when communicating with children.
• Parental partnerships are strong. The setting organises social events that parents can attend to share advice and tips on parenting. It keeps them informed about their children's care and learning needs. The setting supports parents to continue their children's learning at home. For example, they are given ideas of how to support their children's emerging writing skills. Parents commended the setting for the services that it provides.
• Staff teach children to be tolerant and respectful of others. Children form secure friendships and behave well. They talk about what makes them unique. For example, children look at books and discuss how some children have different skin tones. Children develop positive attitudes towards living in a diverse society.
• The setting uses additional funding well. It thinks about the best ways that it can improve learning outcomes for children. For example, the setting has made a sensory room to help to support children's personal, social and emotional development. Children develop good social skills and learn how to manage their own emotions.
• The setting promotes children's love of reading. Children relish visiting the local library. They share books with their friends and talk about the illustrations. The setting encourages children to take books home to share with their families. Children enjoy cuddling up to staff while listening to stories. They enact the roles of their favourite characters and can identify familiar words.

What the setting must and should do next

The provider should:

• support staff to gain a better understanding of what leaders intend children to learn
• strengthen the arrangements for staff's training and coaching to help to improve their practice.