Vishenka

What is it like to attend this early years setting?

Staff are kind and caring. They are attentive and responsive to children's needs. This helps children to build strong relationships with them. As a result, children, including those who are new to the setting, settle in quickly. They arrive happily and immediately engage with the interesting activities on offer. Children eagerly experiment with musical instruments, and staff encourage them to find new ways of making sounds. Younger children gather flowers and leaves from the garden to make pretend soup in the mud kitchen. Staff support children to play cooperatively by guiding children as they add their ingredients and stir the mixture. Children respond well to staff's expectations and play well together.

Staff use positive and consistent strategies to help children manage their emotions and develop social skills. Children are supported to take turns and resolve conflicts with adult guidance. For example, during a disagreement, staff calmly step in to reinforce messages about kindness and respect. Children respond well to this supportive approach. They demonstrate self-regulation and show a growing understanding of right and wrong. Staff know children well and tailor the activities to match their interests and developmental stages. They encourage children to keep trying when tasks are challenging. This helps children build perseverance and confidence in their own abilities.

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

• The setting gathers valuable information about children during the settling-in period, including their interests, routines and emotional needs. This helps staff form strong bonds and provide support effectively. However, some opportunities to further support children's sense of identity are not always fully explored. For example, key words in children's home languages are not routinely collected. The setting does not always include children in talking about other celebrations and cultural festivals that children observe at home. This limits the ability to reflect the full diversity of children's backgrounds in the curriculum.
• Staff support mathematical development effectively through engaging, age-appropriate activities. Children are encouraged to name and identify shapes, and staff provide clear explanations and gentle corrections when needed, helping children understand concepts more deeply. Staff weave opportunities to count into the daily routines. These interactions foster positive attitudes towards mathematics and help build children's confidence in using mathematical language.
• Children's communication and language skills are supported through activities, such as singing songs and storytelling. Staff use both Russian and English languages during daily routines to encourage children to develop both languages. They support listening skills by playing games, such as guessing what item is making the sound behind the staff member's back. However, on occasion, the support is inconsistent. For example, staff do not always come down to children's level or use opportunities during snack time to engage children in conversation.
• Children are given meaningful opportunities to build independence through everyday routines and play. They hang up their coats, pour their drinks and serve their own meals. This helps children develop confidence and self-care skills. These experiences prepare children for school.
• Staff make sure that children have exciting outdoor experiences. Children delight in developing their coordination as they ride tricycles. They build strength and control as they negotiate climbing equipment and develop hand-eye coordination as they try to scoop up sea animal figures from the water tray with their nets.
• Parents value the frequent communication from staff, including weekly videos and progress reports. They also appreciate the helpful advice staff offer, such as guidance with potty training or how to calm children during hair washing. The setting actively listens to parents' feedback. For example, they made changes to the gate based on a parental suggestion. This strong collaboration helps create continuity between home and the setting.
• Staff report feeling well supported by leadership, both professionally and personally. They benefit from regular supervisions, monthly team meetings, and a clear structure for discussing training and workload. Well-being is prioritised through gestures such as free lunches, social events and flexibility around working hours. This positive environment helps maintain high morale and a strong sense of team cohesion.

What the setting must and should do next

The provider should:

• extend the curriculum to further celebrate children's individual differences and uniqueness
• strengthen the delivery of the communication and language curriculum to provide children with even more effective opportunities to develop their communication and language skills.