Wings & Wellies

What is it like to attend this early years setting?

Children love coming to this lively and enticing setting. They are greeted by friendly staff and arrive eager to learn. Children quickly establish affectionate bonds with staff, which helps to promote a strong sense of belonging. They freely choose from a range of exciting activities on offer, indoors and outdoors. Children play alone and readily invite their friends into their play. They are motivated to solve problems they come across during play. For example, children collectively decide to carry a tray full of mud together, as it is too heavy to move alone. They show a great sense of pride when their achievements are celebrated by staff.

Children develop a love for books from the outset. They practise stories that they have heard using props to re-enact their ideas. For instance, children retell a story about sea animals in a large-scale aquarium, using appropriate language and the props provided. This helps to develop their imagination and understanding of the events in the story.

Children thoroughly enjoy their time outdoors. One of their favourite activities is when they venture into the parks and fields, exploring nature, on their 'wellie walks'. Children show good understanding of the codes of behaviour expected of them by staff. They remind each other to use 'walking feet' inside the building to prevent tripping. This helps to support children's safety and emotional well-being.

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

• Leaders and staff have identified, through careful assessments, the need to focus on children's speech and language. They have put systems in place to support this, such as when children sing songs to follow routine times of the day. Staff have all completed Makaton training to help support all children, in particular those with special educational needs/ disabilities (SEND), to extend their overall learning experiences. This approach has proved effective, as children hear, understand and apply new vocabulary in context.
• Children progress well in all areas of the curriculum. Children with SEND perform equally as well as their peers. Staff work hard to plan well-considered, individualised interventions to support them and address any gaps in their learning and development. They are guided by a knowledgeable special educational needs coordinator, who advises them and closely monitors the ongoing progress of children with SEND. Staff also seek and implement advice from other professionals, which has contributed to children's success.
• Staff liaise with parents at the start to find out what children know and can do. The information gathered highlighted the need for a specific focus to develop children's conversational skills. Children are given opportunities to participate in extended periods of 'social time' when they sit together for snacks. Their contributions about their own experiences at home and pre-school are valued by staff. The extended two-way discussions also strengthen children's active listening skills and taking turns to speak.
• Children play imaginatively as they role play in the garden. They make up their own games and negotiate each other's roles. However, on occasions, staff do not consistently promote gender inclusiveness in children's play and through the resources on offer. For example, boys wear pirate outfits and mimic pirate scenarios on the climbing frame, while girls play in the outdoor learning hut. Each group makes it clear, through vocal exchanges, that they do not want to mix. Staff do not always use opportunities to address gender bias.
• Leaders are committed to offering high-quality provision. Following the children's interest in singing and dancing, the provider has funded a new stage and the necessary props to support children's imaginative and creative skills. This demonstrates the provider's focus on continual development in the outdoor area.
• Parents speak highly of the setting. They say that the staff 'go the extra mile to entertain and keep children engaged'. Parents are impressed with the extensive communication about their children's ongoing progress and the suggestions to support their learning at home, such as sharing books from the setting at home. They comment on the good progress their children have made in their confidence, independence and communication skills.
• Children are interested in learning a different language. Staff who speak Spanish and English like to share songs, numbers and phrases in Spanish. Children respond well and consider the similarities and differences between their own language and the languages of others.

What the setting must and should do next

The provider should:

• work to promote greater gender equality and consider more appropriate resources and activities so that boys and girls develop a better understanding of joining in each other's play.