Wakoos Centre4Children Ltd

What is it like to attend this early years setting?

Children are greeted at the gate and receive a warm welcome. They arrive happily and engage in the activities available. Children enjoy a healthy breakfast on arrival. Babies explore a range of sensory activities. They are given space and time to explore the natural environment outside. For example, babies enjoy rolling pine cones and conkers down plastic tubes. They watch as staff blow bubbles that pop in the wind.

Children benefit from fresh air and daily exercise. They have access to a large outdoor area that is freely available throughout the day. Children also access the adjacent park at planned times in the week. Their physical development is supported well. Older children practise riding on scooters as well as safely climbing up climbing frames and swinging on tyres. They confidently share what they have learned and show determination to keep trying until they succeed. For example, children eagerly show adults how they can balance and swing on the tyres.

Children have lots of opportunity to explore the local community. They visit the park and the local shops regularly. Children know that when they go out on outings, they must wear a high-visibility vest and hold hands with an adult or their peers. Children are involved in risk assessing outings, they help to count the children and understand how to stay safe when out of the setting.

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

• The provider has made some changes to the management of the setting that are having a positive impact. The manager is reflective and has recently evaluated the provision and identified some improvements. The management team have an action plan and are working to continue to improve the setting.
• Staff attend regular training to update their knowledge and understanding of how to support children with special educational needs and/or disabilities (SEND). They are well-trained to support children with speech and language difficulties while waiting for other professionals input. Staff use a variety of different activities to support children's language and attention. For example, the introduction of 'bucket time' to circle time.
• Staff support opportunities to enhance the experiences available to children. They provide outdoor play for all children, especially children who have limited outdoor experiences. A sensory area is under construction, to give children a space to help develop language and listening skills.
• The manager has a clear intent for what she wants children to learn. Babies are supported to develop their physical skills and their emotional security. For example, they have plenty of opportunity to practise walking when out in the park. Staff support babies to climb up the steps on the slide. Children are developing their communication and language skills. However, at times not all staff adapt their teaching to suit children's different abilities. Nonetheless, the manager has identified this as area to improve practice and is supporting staff to develop their skills.
• Staff monitor children's development regularly and identify areas where children may need more support or encouragement. Staff provide a range of activities that children can freely move between. For example, exploring paints with string, modelling with clay or throwing beanbags at different number cards. However, staff are not always available to fully engage children in activities at the time children need them. As a result, not all children are fully focussed all of the time.
• Children's personal development is supported. They learn about oral health and how to keep their teeth clean. For example, children practise using toothbrushes on dolls and squeeze out the toothpaste from the tube. Children know to wash their hands before lunch and do so independently. Babies are encouraged to wash their hands in the portable outdoor handwashing station before they have snack.
• Staff share information with parents about their children's development and what activities they are interested in. Parents are happy with the care their children receive. They know who their child's key person is and are aware of the areas of learning staff are supporting.

What the setting must and should do next

The provider should:

• Develop staff's understanding of the curriculum intent to ensure it supports all children's needs and promotes their learning
• improve how staff are deployed to ensure children's development is encouraged to fully maximise their learning.