University of Cumbria Pre-School Centre

What is it like to attend this early years setting?

Children are excited to come to this setting. They are greeted warmly by nurturing staff, who know them well. Children demonstrate that they feel happy and safe. Staff provide a range of exciting learning experiences indoors, outdoors and in the forest-school area. These fuel children's imagination. For example, children dance with delight as they make images of fireworks outdoors by squirting paint and water onto the black tarmac. Staff tune in to children's interests and build their knowledge and understanding from these. They know children well and understand what they need to learn next. As a result, children make good progress in all areas of learning.

Children use good manners and understand the setting's rules. They play well together and generally take turns effectively. If children have disagreements, staff sensitively talk with them about ways to resolve their differences. Children are becoming independent learners who access activities and resources for themselves. Staff support children to develop skills for learning. For example, children get to know helpful characters, including 'Lola the Listening Leopard'. The characters' stories develop as the children move through the nursery. This helps to sequence children's learning, building on what they know and can do. Staff have accurately assessed the impact of the COVID-19 pandemic on children's language and social skills. They have put appropriate plans in place to minimise this.

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

• Staff creatively support children to become immersed in their learning. For example, babies are enthralled by a squirrel who comes to eat at the bird feeder that is placed on a low-level windowsill. Staff share in children's joy and talk about what the squirrel is doing. This helps to develop children's attention skills.
• The curriculum for communication and language is well planned. Staff take every opportunity to chat with children. They comment on their play and ask relevant questions. Staff also use Makaton signing to engage children who speak English as an additional language. This supports all children to communicate effectively.
• Staff promote children's literacy skills well. They have created a cosy book area where children invite adults to share books with them. Children can recall their favourite stories and delight in joining staff in acting out 'We're Going on a Bear Hunt' in the outdoor space. They enthusiastically chant lines from the story together. Children are expanding their vocabulary and use of language.
• Staff provide experiences that effectively develop children's physical skills. For example, children squeeze the triggers on water spray bottles and press paper cutters. This develops strength and coordination in their small muscles. Children balance on beams, sweep up with large brooms and wriggle through tunnels outdoors. These activities develop children's stamina and control.
• Staff support children to draw on their prior knowledge and skills. Children use these to solve problems and succeed when things are challenging. For example, staff sensitively remind toddlers how to blow bubbles through a bubble wand. Both adults and children celebrate their success. These achievements help children to become motivated learners.
• Leaders and staff listen to the views of parents and find creative ways to strengthen communication. As a result, partnerships with parents are strong. Parents value the nurturing way that staff create relationships with children and the whole family.
• Staff talk with children about healthy food choices. For example, children know that the calcium in milk is good for their bones. Children are beginning to understand the importance of looking after their bodies.
• Leaders have a sound understanding of how children learn. They are passionate about their vision for curriculum development and constantly strive for improvement. However, recent plans to further develop some areas of the curriculum are not fully implemented across the setting. As a result, some minor gaps in the curriculum remain.
• Staff feel well supported by the leadership team. Leaders effectively promote staff well-being. They show commitment to the professional development of the staff and provide a range of opportunities to celebrate and share good practice.
• Children with special educational needs and/or disabilities are well supported. Staff are skilled in identifying additional needs early. They work with a range of partner agencies and understand how to accurately adapt their teaching to meet individual needs. This means that all children make good progress from their starting points.

What the setting must and should do next

The provider should:

• focus more precisely on the implementation of plans for curriculum development that help to raise the quality of education.