WASP Guild Hall

What is it like to attend this early years setting?

The children arrive at this welcoming setting with beaming smiles and rushed excitement. They are greeted by loving staff who know the children well. This supports children to build strong relationships, and as a result, new children settle quickly. Staff recognise how children feel and respond with care when a child needs extra reassurance. Children's emotional development is supported well. All children are making good progress because the curriculum is adapted to each child's needs. For example, children are given time and support to develop their skills such as listening and understanding instructions to keep them safe.

Younger children play in the role-play area, making cups of tea, then proudly delivering them to the member of staff. They giggle with excitement when the staff member says thank you and accepts it from them. The older children eagerly play with the coloured stacking squares. They match the right colours to the right cards. Staff use positive and encouraging words when a child gets one wrong. For example, 'Oh that's not quite right, but what about this one?' The child claps happily and states, 'Oh yes, that's blue,' and moves on to the next one.

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

• Leaders and managers have high expectations of the children in their setting. They have designed a curriculum based on individual children's needs. All children, including those with special educational needs and/or disabilities, are supported to reach their next steps. For example, staff support children with developing their small muscles to use scissors independently. Other children are supported and given time to use scissors correctly to cut through different colours of play dough. As a result, children develop their hand-eye coordination and small-muscle skills.
• Supporting children's transition to school is a central focus. For example, uniforms and pictures of schools they will be attending are displayed for children to see, touch and try. They read different books about what school will be like and enjoy visits from their new teachers. As a result, children are confident for the next stage in their learning and development.
• Parent partnership is a strength of this setting. Parents have high regard for leaders, managers and staff. For example, parents describe leaving their children at the nursery as 'like leaving them with family' and 'I know my child is safe here'. Leaders and managers work closely together with parents to ensure effective inductions at the start of their journey and smooth transitions. This supports children to feel safe and cared for in a happy and secure environment.
• Leaders and managers understand the importance of outdoor play. However, the curriculum for outdoor learning is not always planned and implemented effectively. Staff do not always consider how to sequence children's learning experiences while they are outside. As a result, children do not always develop their imaginative or physical skills.
• Children's attitude to learning is good. They listen well and follow instructions. For example, when the children were asked to line up for outdoor play, they eagerly approached the door ready. When asked 'What do we need to remember?', there was a chorus of 'hold the wall.' This shows they are confident and ready to learn.
• Communication and language are promoted well throughout this setting. For example, during an activity, a child brought a wooden fish into the play. This instigated a conversation on vegetarians and what they do and do not eat. As a result, children's vocabulary is extended and they begin to understand differences between people.
• Leaders and managers put a huge emphasis on staff well-being. For example, this is a long, well-established team that respects and supports each other. Leaders and managers are strong role models who care greatly about their staff. This shows that staff feel secure in their roles and responsibilities.

What the setting must and should do next

The provider should:

• improve the planning and implementation of the curriculum in the outdoor area to enhance children's imaginative play and physical skills.