Thurgoland Childcare

What is it like to attend this early years setting?

Children arrive happily and are greeted by enthusiastic leaders and staff, who care for children well. Staff follow children's interests and create a wide range of activities and experiences for children to enjoy. Older children enjoy baking together. Staff organise activities so that all children have an active role. Children follow the recipe cards to identify what ingredients to add to the mixture. Staff are patient, they sit or kneel at children's height so that they are available to support children. Children concentrate and staff challenge them to try new tasks, such as cracking eggs. As a result, children learn to be confident and have a go during real experiences.

Staff focus the curriculum on developing key areas of children's independence, including being healthy, creative, active, exploring the world and preparing for the future. They introduce babies to creative activities so that they can develop fine motor skills, enjoy sensory experiences and get messy. For example, babies manipulate the texture of crispy cereals. Staff have high expectations of children and offer lots of opportunities to develop their independence. Younger children help to tidy up outside and learn to take off their coats and shoes. As a result, children are engaged, interested and make excellent progress.

Staff develop children's literacy skills. They encourage older children to gather together on the mat to share a story. Children are excited and engaged as they vote for a favourite story. They join in with familiar words and phrases. Staff create family photobooks for children. This ignites children's interest in language, communication and oracy. Children relish opportunities to explain about their families and pets.

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

• Staff prepare a nutritious home-cooked lunch for children each day. Children and staff sit together at the table. Babies learn to feed themselves and older children learn to serve themselves. Children serve water from the dispenser, clear their plates and older children help to wash up. Staff encourage children to talk about healthy eating and explain that vegetables are good for them. Children enjoy the buns that they have baked as part of their lunch.
• Children start the day in small groups. Staff focus on musical interaction to develop children's language. Staff sit on the floor among babies and use sign language to support their communication. They sing with babies as they learn to wave and clap. However, there are some distractions during group times which, on occasions, make it more difficult for babies to settle and engage in their learning.
• Staff provide time for children to spend outside each day. Children have opportunities to climb, ride scooters and enjoy sensory experiences, such as sand and water. Children make regular visits to natural environments, such as the weekly 'wellie' walk. Staff encourage children to explore the natural environment and collect seasonal resources.
• Younger children explore conkers and leaves. Staff encourage more reluctant children to touch and explore the textures. They encourage children to use language and introduce new vocabulary, such as 'spikey' and 'smooth'. However, on occasions, staff ask closed questions which do not allow children to extend their language and explain their understanding.
• The setting is well equipped with staff carefully choose resources for children to explore. Children are engaged, playful and learning. Staff promote diversity and inclusion. For instance, they provide resources and activities for children that reflect a wide variety of cultures, ethnicities and religions.
• Staff are knowledgeable about child development. They observe and identify children's interests and needs and create learning plans to support children's progress. Leaders are dedicated and work hard to constantly improve practice. They work with other professionals to support children with special educational needs and disabilities (SEND).
• Leaders have developed a good relationship with the local school. Older children visit school and teachers visit the nursery so that transitions are smooth. Leaders have created the curriculum in collaboration with the local school. They sequence and adapt the curriculum for each age range of children.
• Leaders share information with parents in daily conversations, newsletters, a closed social media page and at parent's evenings. Staff complete a daily diary for babies and very young children. Leaders share information about the curriculum with parents.
• Parents say that children are making good progress, especially in their speech and language. They say that staff are a 'great team' and that they offer fantastic support for families. Parents appreciate the support offered to children with SEND. They say that staff help with assessments and make referrals to find more support.

What the setting must and should do next

The provider should:

• explore ways to enhance babies' and very young children's engagement during welcome activities, such as by reducing distractions
• support staff to further extend children's understanding and thinking skills, such as by asking more effective questions.