The Shore Woolston

What is it like to attend this early years setting?

Children demonstrate high levels of emotional security as they arrive at the setting. They are confident and self-assured, separating easily from their parents. Staff are attentive and welcoming, creating a nurturing atmosphere that supports children's personal, social and emotional development. Staff consistently support children to follow clear daily routines, which helps them to feel safe and secure and understand what to expect. For example, staff and children come together shortly after arrival for registration and greetings. This calm and structured start helps children settle quickly and prepares them for the day ahead.

Children benefit from a broad and interesting curriculum. Leaders plan a wide range of activities that build on children's interests and spark their curiosity. As a result, children become enthusiastic, motivated learners who are eager to explore and try new experiences. For example, children create their own campsite during imaginative play and become little explorers, eagerly searching for bugs and engaging in meaningful conversations with their peers.

Children with special educational needs and/or disabilities (SEND) receive excellent support from designated staff, who are knowledgeable and dedicated. They know each child extremely well and ensure that tailored support is in place to meet their individual needs. Staff work closely with parents and external professionals to create personalised learning plans that help children with SEND make good progress, ensuring they thrive alongside their peers. This strong partnership between staff and families contributes to a consistent approach to children's development at home and in the setting.

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

• The curriculum is ambitious and clearly sequenced across the setting. Leaders have a clear understanding of what they want children to learn and how this builds over time. However, this intent is not always consistently reflected in staff's interactions. At times, staff do not extend children's learning beyond their initial play interests, missing opportunities to deepen understanding. Despite this, staff speak confidently about children's starting points, next steps and the progress they make, demonstrating a secure knowledge of individual children's development.
• Staff benefit from a range of opportunities to enhance their professional development. In addition to completing mandatory training, they are encouraged to pursue areas of personal interest, such as training on children's sleep patterns. Leaders place a strong emphasis on staff's well-being and morale. They foster a positive team culture through regular team-building activities and celebratory events, such as afternoon tea, which help staff feel valued and appreciated.
• Staff support children well in developing their communication and language skills. Staff work effectively to identify children who may need additional support. When needed, children are swiftly referred to external professionals, such as speech and language therapists. All staff receive training in signing, such as Makaton, which helps them to communicate more effectively with children and promote inclusive practice across the setting.
• Leaders use additional funding effectively to meet individual children's needs and close gaps in learning and development. They carefully consider how funding can have the most significant impact. For example, they have invested in climbing apparatus to promote physical development and purchased resources that support children's early understanding of technology.
• Staff promote positive behaviour effectively and act as strong role models for children. They consistently reinforce expectations by reminding children about respectful behaviour, such as taking turns and sharing. As a result, children behave well, show consideration for others and follow rules and routines with confidence.
• Staff provide children with consistent opportunities throughout the day to develop their independence skills. For example, children are encouraged to put on their own coats and shoes in preparation for outdoor play. Staff also use imaginative role-play to teach children how to prepare food and drinks, while helping them understand how to stay safe in a kitchen environment. These experiences support children's confidence and readiness for the next stage in their learning.
• Relationships between staff and parents are trusting and respectful. Regular updates and communication keep parents well informed about their children's progress. They speak highly of leaders and staff, particularly valuing the support provided to help close any gaps in children's learning and development. This strong partnership contributes positively to children's overall progress and well-being.

What the setting must and should do next

The provider should:

• support staff to implement the curriculum intentions more precisely to build on children's existing knowledge and skills.