The Old School House Cabot Lane

What is it like to attend this early years setting?

Children are enthusiastic learners. The provider has created a curriculum that empowers them to think independently and apply their knowledge. Motivated children work together to build a house using foam bricks. Staff challenge their thinking, encouraging them to think for themselves to solve problems, for example, by saying, 'I've got a cold breeze coming through here.' Children quickly respond with repairs, making sure their structure is secure. Children take pride in their work, ensuring that the house has a door and a road name. Recalling their previous learning about addresses, they say, 'We need a house number.'

The provider has established an environment where children engage in lots of communication and language. Their vocabulary grows as they benefit from frequent conversations, discussions and songs. Children love listening to stories, told by staff who love books. Staff skilfully ask children questions about the storyline, which helps children to understand and talk about the plot.

Children have a positive attitude and want to help. They enjoy using dustpans to help staff keep the floor clean. Staff are attentive and comfort children when needed, taking the time to understand their concerns and worries. Children feel secure and quickly settle, focusing on the learning that staff have prepared for them.

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

• The provider has designed an ambitious curriculum for all children. Staff know what they want children to learn and plan purposeful activities. They know what motivates children and cultivate their curiosity by creating engaging learning experiences. For instance, children observe objects to see if they float or sink. Staff build on children's interests by introducing new objects, encouraging them to predict the outcome before placing them in water. Children think carefully, share their predictions and test their ideas. Motivated to initiate their own experiments, children mix glitter with water and make their own observations, recalling previous learning in their play.
• The provider understands children well and regularly assesses their individual needs with accuracy. Staff know children's next steps and design learning activities accordingly. By incorporating children's interests, they motivate and engage them effectively. However, sometimes, targeted next steps are not precise enough for some children with special educational needs and/or disabilities (SEND). Because of this, the support provided is not always effective enough to ensure rapid progress for all children.
• The children love books. Babies look through books with staff, who discuss the pictures with them and model new vocabulary. Children enjoy listening to staff reading books. Staff read with expression, which captivates children's interests. Children build an understanding of the plot as they anticipate what will happen and recall key parts of the story.
• Staff are caring towards children. They develop a good rapport with children, who feel safe and secure. Staff are gentle and respectful, explaining to children what they are doing and why. When babies have paint on their nose, staff hold up a mirror so they can see. Babies share a smile while staff help them wipe their faces clean.
• Children are respectful, polite and maintain good social relationships with their friends. They patiently wait for one another while gathering the equipment needed for painting. Staff are friendly and enthusiastic, offering clear instructions and setting high expectations. They reinforce positive behaviours with praise, creating a supportive and engaging environment.
• Children are confident and independent, making positive contributions to their setting. They take pride in their learning environment, ensuring that it stays tidy by putting away resources after use. Staff support children in serving themselves food, fostering self-belief. Children skilfully use tools to serve their own hot dinners, receiving individual support from staff to ensure their success.
• The provider has built good partnerships with parents, keeping them regularly informed about their children's learning and development. They offer books for parents to read with their children at home, which supports the children's development. Parents appreciate the provider's prompt and professional responses to their queries and concerns.

What the setting must and should do next

The provider should:

• strengthen the use of assessments to plan precise next steps in children's learning, particularly for children with SEND, so that targeted support is even more effective.