Westgate Whirlybirds

What is it like to attend this early years setting?

Children enter the setting with excitement and enthusiasm. Staff greet them by asking, 'Good morning, how are you?' Children form good bonds with the staff, who are nurturing and caring. They enjoy positive interactions with staff, which help them feel safe and secure. Children smile with delight as they discover that mixing red and blue paint together makes the colour purple. They show positive attitudes to their learning. Children show determination as they master the skill of using scissors. They become independent through repetition during the daily routine, for example putting on their coats before going outside. Children know to wash their hands before eating and after using the toilet.

Children behave well and develop good friendships with their peers. These positive interactions significantly enhance children's social skills. For example, they work as a team to create a car wash. They line up the bicycles and call out 'car wash'. Children use language, such as '£2 please', 'whole car dirty' and 'all done'. Staff introduce new words, such as 'soggy', when describing the texture of the sponge when it is wet.

Children participate in a variety of activities that promote their physical development. They explore play dough and enjoy making different shapes by stretching and moulding the dough. This strengthens children's small-muscle skills ready for writing.

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

• The manager and staff have created a broad and balanced curriculum. Staff plan activities that follow children's interests and ignite their motivation to learn. As a result of this, children become active learners. They excitedly discuss the planting activity they took part in. Children recall that the beans need water and sunshine to grow tall.
• Children have access to an inviting garden. It is well resourced and supports all areas of their learning. Children confidently pedal bicycles and climb the play apparatus. They giggle with delight as they chase each other around the garden and say 'catch me'. Children use a selection of resources, such as chalk and paintbrushes, as they make marks on the floor and walls. There is a buzz of excitement as children share their thoughts and ideas about what they are drawing.
• The manager and staff support children with special educational needs and/or disabilities very well. Staff complete training to meet children's specific learning and medical needs. They work closely with parents and professionals to provide children with the additional help and support they need. This ensures that children make the best possible progress.
• Additional funding is used successfully. The manager carefully considers how to use the funding to give children the best opportunities, for example resources and additional hours to cover breakfast and lunch club.
• Children enjoy playing with water. They fill and empty containers and pour water into the water wheel. Staff weave additional learning into their play and conversations, such as counting and numbers. However, staff do not extend children's knowledge of mathematical concepts, such as weight, volume, floating and sinking.
• Staff support children's communication and language skills well. They use early screening tools to swiftly identify where children require additional support. Staff provide a narrative for children as they play. They introduce words such as 'gravity' and 'rumbling' to broaden children's vocabulary. Children are becoming confident communicators.
• Parents say staff are 'supportive', 'fantastic and 'amazing'. Parents highly praise the setting for the care and education their children receive. They comment how lucky they are to have such a wonderful place to send their children. They value the feedback they receive on their children's development and next steps.
• Children develop a fondness for reading. Staff bring books to life as they read with enthusiasm. They change the tone of their voice to draw children into imaginary worlds. Older children share stories with each other as they snuggle up on the soft chair. Younger children cuddle up to staff as they read. They turn the pages over and feel the textures of the book.
• The manager is passionate about providing the highest quality care and learning for the children. She values the staff as the most important asset to the setting. Staff comment that they feel valued and respected.

What the setting must and should do next

The provider should:

• strengthen staff's teaching to build and extend on children's knowledge and understanding of early mathematical concepts.