Whizz Kids Childcare

What is it like to attend this early years setting?

Children grow rapidly in confidence and independence at this very friendly and welcoming setting. They are very happy, settled and secure. Children help to plan menus and serve themselves at mealtimes. Staff support children to chop and peel their fruit independently and pour their own drinks. Children plan what they want to play with next and staff value their views and ideas. For example, when children want a pretend oven to play at baking, staff help them to create one themselves. This helps children to develop a strong sense of ownership and belonging. Staff's support for children's personal, social and emotional development is outstanding. They consistently praise and encourage children. This helps to raise children's self-esteem. Staff use specific praise, so that children are able to recognise their learning and achievements. Children play well together and learn to share and take turns. Their behaviour is excellent.

Staff are very caring, sensitive and kind. They have superb relationships with children in their care. There is a very strong emphasis on children's well-being. Staff provide all children with summer coats, winter waterproofs and boots. This means that they can dress appropriately for exploring daily outside. Children learn excellent hygiene routines. For example, a 'sniffle stop' area includes a mirror to help children to learn how to blow their own noses. Staff discuss with children how to look after their teeth and the importance of healthy eating.

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

• All staff show an excellent understanding of how children learn. The quality of their interactions with children is superb. Staff plan excellent support for children's physical development. Children develop their strength and balance as they ride bikes and throw balls. They stretch and use their whole bodies as they paint and make marks on large rolls of paper.
• Children develop their coordination through threading activities and jigsaws. They use their hands in different ways as they explore dough with cutters, tweezers, metal potato mashers and wooden mallets. Children benefit from rich opportunities to explore using their senses. They shine torches, blow bubbles and explore glitter in sand.
• Children are curious and excited as they play memory games with staff. They are enthusiastic and motivated to learn. For example, children are fascinated to find their homes on maps, which staff have laminated, to ignite their curiosity about where they live.
• Support for children's developing communication and language skills is outstanding. Staff model language and support children to extend their sentences. They ask detailed questions, leaving plenty of time for children to respond. Staff are highly effective during small-group times at supporting children's listening and attention skills.
• Children explore natural materials and learn to care for living things. For example, they plant and water pumpkins in the enclosed garden. Children feed and care for snails in a den that they have built. Staff have used additional funding to promote children's interests in insects, by buying magnifying glasses and equipment for bug hunting outside.
• Staff thoughtfully plan support for mathematics. For example, children match numbers on bikes to the numbers of the bay in which they are parked. Staff use positional language to teach children spatial awareness and direction. Children count how many oranges there are at snack time and discuss with staff the difference between a 'full' and 'half' a banana.
• Parents speak very highly of the setting. They say that staff are incredible, professional, loving and kind. Parents praise the wide range of exciting and challenging activities on offer and the rapid progress their children make. Staff visit children at home when they first start at the setting. This helps new children to settle quickly.
• Staff have extensive experience in caring for children with special educational needs and/or disabilities. They work closely with other professionals in health and education to provide a consistent approach to support for children's learning.
• Staff have established strong links with schools children go on to attend. They share relevant information about children's learning and development. This helps children to settle well as they move on to the next stage of their learning.
• The manager and director are very reflective and continuously look to develop the setting further. They gather views and act on any suggestions made. For example, they gather feedback from parents about meetings, which they have with staff to review their children's progress. The manager asks staff's opinions on the effectiveness of training and the impact it has on their practice.
• The very experienced manager and director provide strong support to their dedicated staff team. They support staff to keep their skills updated and continuously improve their knowledge. All staff work very well together and are passionate about the work they do and the service which they provide.