Thingwall Buddies

What is it like to attend this early years setting?

The setting provides a warm, welcoming and nurturing environment in which children make good progress in all aspects of their learning. Children happily rush into the setting. They eagerly greet staff and friends and are soon absorbed in their play and learning. Staff take the time to get to know the children, which helps them to settle. They gather information from parents about the children's interests and have activities set up for when new children arrive. This successfully smooths their transition into the setting. Children like to spend time with their friends. They enjoy collaborating with one another. For example, children work together to move and reposition logs to support their activities in the forest area.

Children behave well. They are kind to their friends and learn to take turns and share their resources. Children have a strong voice and make their wishes and feelings known. For example, children are confident to ask staff for help or to refuse offers of support, as they call out 'I can do it!' This exuberance and confidence provides a firm foundation for future learning. The setting provides an inclusive environment where each child's uniqueness is acknowledged and celebrated. For example, children learn about each other's cultures and beliefs as they celebrate special events throughout the year.

Staff place great emphasis in helping children to be independent. For example, children learn to see to their own toileting needs, and to put on their coats and shoes. They capably serve themselves at mealtimes and pour their own drinks. These self-care skills help all children, including those with special educational needs and/or disabilities (SEND), to prepare for the next stage in their learning.

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

• Support for children with SEND is a key strength. The setting works in partnership with families and professionals to ensure children get the right support. Leaders are confident to challenge others when they feel this falls short. They sensitively support parents in making decisions about their children's future learning. This approach means that children make steady and sustained progress, and builds strong foundations for lifelong learning.
• The setting places a strong focus on staff training, development and support. Staff attend a wide range of training opportunities that enhance their knowledge and skills. Consequently, they have a secure understanding of their roles and responsibilities, which contributes to the good quality provision.
• There is a balanced curriculum that is based on the children's interests. A range of activities are provided which support children's learning. For example, children thoroughly enjoy searching for objects hidden in the sand and happily show staff what they have found. However, on some occasions the activities are not pitched at just the right level for all children. This means that some children do not always get the most from the planned learning.
• Most staff engage in meaningful conversations with children. They use spontaneous events, such as a horse and cart arriving at the setting, to introduce words such as 'reins', 'bridle' and 'harness'. When children exclaim that the horse is wearing headphones, staff explain they are called 'blinkers' and that these help to keep the horse safe. These high-quality interactions, help children to learn new words and expand their vocabulary.
• While most staff communicate with children skilfully, on a small number of occasions, informal words such as 'horsey' and 'doggie', creep into conversations. Staff do not consistently build on these informal words to continuously enhance children's speaking.
• Mathematics is embedded into the daily routine. Younger children are introduced to numbers through songs. Older children confidently sort and count the logs using words, such as 'longest' and 'shortest.' This helps children develop an awareness of early mathematical concepts.
• Children benefit from lots of opportunities to stay fit and well. They learn the importance of good hand hygiene. In addition, staff help children to understand what foods they can and cannot have due to allergies. As a result, children develop the confidence to take responsibility for their own well-being.
• The setting plans ways for children to continually develop their small- and large-muscle movements. Children learn to clamber over climbing frames and use wheeled resources with control as they whiz around the chalk road. They use a range of resources to mould and roll dough. As a result, children develop confidence in their physical abilities.
• Partnerships with parents are strong. The setting provides lots of information to parents about their children's learning and development. Staff provide a range of activities for parents to do at home with children, for example, reading books from the lending library. This is helping children gain a love of early literacy.

What the setting must and should do next

The provider should:

• help staff to pitch activities at just the right level, so that all children get the most from the intended learning
• support staff to consistently model the correct pronunciation of words to further extend children's vocabulary and speaking.