Val Robinson Childcare, Cottage Preschool

What is it like to attend this early years setting?

This is a setting where every child, regardless of their starting points, is given the time, space and trust to find their voice and become part of a caring community of learners. Staff are kind, dedicated and committed to children's well-being. Relationships are strong, and children feel safe and valued. Leaders and staff create a setting of trust and belonging that children enjoy being part of.

All children are warmly welcomed into a setting that cherishes their individuality and gently encourages them to express who they are in words, gestures and relationships. Staff prepare activities and resources for children to engage in learning opportunities as soon as they arrive. Staff welcome parents to bring their children in and have a quick chat with staff before they leave their children. This supports children's emotional well-being effectively as they settle in. They observe the positive relationships their parents have with the staff, which has a positive impact on children's behaviours and attitudes towards learning.

The learning environment supports independent learning and rich social interactions. Staff know each child as an individual and support them to grow in confidence and resilience. They are responsive to children's interests and provide a steady rhythm of routines that help children feel secure and get them ready for their next steps in education.

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

• Leaders identify that there needs to be a strong focus on social and communication and language skills at the setting. They have high expectations for all children and ensure that staff implement the curriculum effectively. Staff use children's starting points and take account of what they know about them when they plan their learning experiences. The impact can be seen. All children, including those with special educational needs and/or disabilities, make good progress at the setting.
• Leaders prioritise children's communication and language development as part of their curriculum intent. Staff engage with all children effectively and support their communication skills well. They read interesting and exciting stories and provide props for children to use. However, sometimes, staff do not encourage children to repeat new words or refine their pronunciation. Occasionally, they do not give them the time they need to think and respond to questions to further encourage their language abilities.
• Children develop pertinent socials skills, engaging with one another and staff in respectful ways. They are confident and know what is expected of them. Older children go straight to the activities and start learning when they arrive, and younger children confidently hold on to the handrail when going down the stairs.
• Children learn about how to manage their own risks.
• Key persons offer predictable routines, warm boundaries and contentment, enabling children to feel safe enough to explore who they are. Children show genuine care for one another, offering comfort when someone is upset and negotiating with growing independence. The ethos of kindness and inclusion is lived in the everyday.
• Leaders are very skilled and experienced, leading with heart and clarity. They are able to evaluate and identify what it is that staff and the setting need to develop further. However, some of the areas are still in their infancy. For example, staff are not consistently reflecting on and evaluating the wider impact activities might have on children. For example, staff have not planned handwashing routines for children after messy play or using finger paint outdoors.
• Children's physical development is well promoted. Staff plan opportunities for children indoors and outdoors to develop their overall physical skills. Children enjoy using playdough to make an octopus, using their hand-eye coordination and hand muscles as well as counting carefully to ensure that they have all the tentacles. This helps children develop the skills needed for early writing.
• Parents are very pleased with the pre-school. They talk about the responsiveness of the staff when they voice concerns. They value the support they receive and praise the staff team. Staff share children's next steps, and parents know who their child's key person is. Parents comment on how children have become more socially confident since attending the nursery.

What the setting must and should do next

The provider should:

• continue to develop staff's ability to evaluate activities and practice to think ahead and extend children's learning consistently
• strengthen staff's practice to further support children's communication and language, especially when pronouncing words and holding conversations.