Westbrook Little People

What is it like to attend this early years setting?

Children greet their friends cheerily as they arrive. Staff welcome children with big smiles and talk about their mornings. Children feel confident and safe with staff as they talk about how they are feeling. Children quickly get involved with the interesting activities set up for them. For example, they explore an indoor sand tray and try hard to build small castles.

Children treat each other with care and respect. Staff use opportunities to teach them about the importance of the 'golden rules' that are in place. Children confidently discuss what the rules mean and why they must follow them. For example, children explain that they use 'walking feet' inside so that they don't trip or fall over. Children begin to clearly articulate the importance of expectations and boundaries.

Leaders create a curriculum that follows children's interests. For example, when children show a keen interest in pirates, staff provide outfits and set up a 'walking plank' in the garden. Staff encourage children to take turns with resources as they play and think of ideas together. Children's imaginations are extended and inspired by enthusiastic staff.

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

• Staff recognise how to promote children's developing language skills. They engage in meaningful conversations that further increase children's vocabularies. For example, children show a keen interest in a world map puzzle. Staff introduce words, such as 'walrus' and 'compass', as children ask questions about what they can see. Children become confident communicators.
• Staff demonstrate a good understanding of the intended curriculum. They create exciting activities that interest children and promote exploration. However, occasionally, staff do not use their knowledge of children's stages of development to identify what they want children to learn from activities. This means that, at times, activities are not consistently planned or delivered precisely enough to target the next steps in children's learning.
• Children have access to a wide range of experiences that increase their physical skills. For example, they regularly use a park for children to run and explore their balance and coordination skills. Staff also introduce activities, such as yoga, to increase children's awareness of how their bodies move. Children move with control and accuracy as they play together.
• Independence skills are fully promoted by staff. Children are regularly encouraged to tend to their hygiene needs by themselves. For example, older children know to wash and dry their hands before sitting down at lunchtime. Furthermore, children carry out a morning safety checklist with staff. This supports children to learn about managing risks in the environment.
• Staff meet children's needs promptly and respectfully. For example, when children need their nappies changed, staff ask them kindly. Furthermore, staff recognise how to use daily routines to enhance children's understanding of good health. For example, at snack time, staff promote discussions around oral health. Children engage positively and speak about their knowledge of how often they should brush their teeth.
• Leaders have a comprehensive understanding of the needs of all children at the setting. Where children have special educational needs and/or disabilities, leaders prepare clear plans so that staff know what is in place for each child. The special educational needs coordinator also works with other professionals, such as speech and language therapists. Through this, children benefit from a shared approach.
• Leaders are passionate and reflective. They make improvements to their setting to enhance the learning experiences for children. For example, they implement changes to the after-lunch routine to improve children's engagement and interaction with activities. Leaders provide staff with plenty of opportunities to gain new learning. Staff speak highly of their professional development and feel valued within their roles.
• Parents discuss the daily communication they receive about their child's learning. They work closely with their child's key person. Parents discuss that they frequently receive information about how to support their children's learning at home. Parents also speak positively about the many enriching activities that children get to experience. Parent partnerships are fully embedded.

What the setting must and should do next

The provider should:

• focus more precisely on what children most need to learn next when planning specific activities.