The Young Ones

What is it like to attend this early years setting?

Children and their families are welcomed by friendly staff as they arrive. Children separate well from their parents at the gate and happily walk down to the setting with staff. They show they feel safe and secure and are ready to learn. For instance, children enjoy sitting with staff, who help them use mirrors to look at themselves to create pictures of their faces using play dough. This supports children's creativity and helps strengthen the small muscles in their hands as they manipulate the dough and use a range of tools.

Leaders have worked hard since the last inspection to implement changes that have brought about improvement in children's behaviour and how children manage changes throughout the day. For example, children are keen to help prepare the room for snack. They help staff wipe tables, count the right number of chairs for their friends, and use dustpans and brushes to sweep the floor. This helps promote children's independence and helps children understand what is expected of them.

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

• Leaders and staff deliver a curriculum that gives children a broad range of experiences to help them develop the knowledge and skills they need ready for school. Staff place a priority on developing children's confidence and building their independence. For instance, children enjoy using knives to safely butter their own toast at snack time.
• Staff interact positively with children. They get down to children's level, consistently praise children's achievements, and ask questions to support and extend children's learning. They provide opportunities for children to make decisions and choices about their learning. For example, staff ensure that they ask each child to choose a song they want to listen to during a music and dance session. However, staff are not always clear on what it is they want to teach children and what they want children to know or be able to do. This means they sometimes miss opportunities to fully extend children's learning.
• Children benefit from the opportunities staff give them to learn outdoors. Children are excited to explore the large garden and use drainpipes to build ramps. Staff join children and ask questions such as, 'Which car travels the fastest?' and, 'Why do some cars get stuck?' This builds children's ability to think and solve problems. It encourages children to focus and concentrate for extended periods of time.
• Staff know children well. They use assessment effectively to identify gaps in children's learning and understand when children need additional support. Staff engage with other professionals to ensure that children receive the support they need in a timely manner. This helps all children make continuous progress.
• Parents comment positively about the care and education their children receive.
• Staff work closely with parents from day one. They follow effective and flexible procedures when children start and work closely with parents to understand each child's needs, likes and interests. Staff share regular newsletters with parents. For example, they provide parents with ideas and suggestions for healthy lunch boxes. This helps parents feel involved in their children's learning and supports consistency for children.
• Staff understand the importance of developing children's communication and language skills. They regularly read and share stories with children and model the correct pronunciation of words. Staff consistently introduce new vocabulary and give children repeated opportunities to use new words to reinforce their understanding. However, at times, especially during group sessions, staff miss opportunities for younger and less confident children to use their developing language skills to express their thoughts and ideas.
• Leaders provide staff with regular training opportunities to support their professional development. For instance, staff recently received training on supporting children's personal, social and emotional development. Staff have used this to implement new strategies consistently to help children manage their behaviour in developmentally appropriate ways.

What the setting must and should do next

The provider should:

• ensure that staff are clear on what it is they want children to learn and know next so that children make even more progress
• provide more opportunities for quieter, less confident children to use their language and communication skills to express their thoughts and ideas.