Winterbourne Early Years Centre At St Michaels

What is it like to attend this early years setting?

Staff have high expectations for children's capabilities. They work together to form their curriculum. They thoughtfully link to children's preferred interests and ways of learning. Children are inspired by the rich range of experiences on offer. Children make marks with interesting items such as charcoal sticks in the forest-school sessions. They relax after lunch by listening to a story or select books independently and sit with their friends discussing the pictures. Children build intricate structures with blocks and add toy animals and people. Staff offer attentive and timely interactions as children play. They get down to children's level using clear speech. They ask children questions to encourage their thinking and conversation. Children show very good skills, solving problems and discussing their plans confidently with staff. Staff beneficially teach children to use items as a source of information. For example, as children complete animal puzzles and games, they look up animal types and characteristics on an electronic tablet.

Children are greeted warmly by staff and eagerly enter their 'Rainbow Bears' room. They form strong relationships with staff, which fosters their confidence and well-being. New children are very sensitively supported, and staff flexibly adapt activities to inspire them to explore. Children learn to regulate their emotions very well; staff help channel children's energy, communicate their needs and preferences and share the toys and resources. Children show positive attitudes to developing their skills and are well prepared for their move on to school.

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

• Staff form their curriculum from their observations and discussions with parents undertaken during each child's 'focus week', and from ongoing assessment of their achievements. They outline clear next steps to help close gaps in children's learning. They act promptly if children are behind expected development, liaising with parents and putting in place additional support. Staff work diligently to ensure children can reach their potential, including those in receipt of additional funding and children with special educational needs and/or disabilities.
• Staff encourage children's perseverance and beneficially involve children in daily tasks. Children work hard to get their boots and suits on ready for their forest-school session, listening to the staff's well-placed tips. They help fill the water container and take turns to carry it. Staff praise children as they do things for themselves, very effectively building their confidence and willingness to have a go.
• Staff take time to support children's mathematical development and embed this into daily practice. Children are encouraged to count the numbers of children in their group and remember how many spoonsful of powder goes into the forest-school hot chocolate. They learn to use mathematical language as they describe the size of insects and how heavy items are.
• The centre provides children with wonderfully inspiring opportunities to be active outside and explore the natural world. Staff skilfully teach children to learn to manage risks and keep themselves safe. Children develop their coordination by climbing and balancing in the woodland. They learn to be careful as staff build a fire to heat water. Staff encourage children to think, consider their approach and adapt their actions as needed. Children show considerable skills as they carefully use hammers to knock nails into a wooden log. They are proud of their achievements and develop their physical skills, independence and sense of responsibility very effectively.
• Staff plan useful group times to help progress children's skills. The team has recently outlined some additional arrangements for 'whole group' times, to increase children's engagement and learning. However, staff do not always implement these. Additionally, on occasion staff miss key aspects of activities, and children's learning does not develop as much as possible.
• The manager works closely with her staff team, the managers at their sister setting and the committee, to identify ways to evaluate their practice. She leads regular team meetings and individual supervision meetings with staff. They all show dedication to the children and families that they support. They link with local authority advisers, seeking new ideas, supporting staff to attend training and helping develop the practice further.
• Parents are very positive about the support their children receive at 'Rainbow Bears'. Staff share lots of information with parents, through an online application, daily discussions and regular in-depth meetings. They help support children's learning at home and a consistent approach for children. They hold useful events and activities inviting parents and other family members in to share children's experiences. Staff work with the school on site and liaise with other schools and professionals involved with children, to get children the help they need and to support their move on to school.

What the setting must and should do next

The provider should:

• support staff's consistent implementation of activities and extend children's learning further.