Woodlands Early Learning Ltd

What is it like to attend this early years setting?

Children benefit from being in the care of staff who know them well. Staff recognise the importance of building strong bonds with children to support their emotional well-being. Children show they feel safe with staff. For example, they snuggle in for comfort, and seek staff out to play with them. Staff allow children plenty of calm and unhurried attention when they first start. They notice what children like to do and what helps to soothe them if they are upset. For instance, staff sing familiar songs to new babies. This helps them to settle in swiftly, ready to play and learn.

Leaders plan a curriculum for children that is ambitious and that helps to prepare them for their next challenge. For instance, older children learn to play cooperatively as they complete jigsaw puzzles. Staff encourage them to communicate to their friends, help each other and take turns. Staff support children to be curious learners. For example, they invite younger children to look at earthworms and woodlice they find outdoors. Children show fascination in their learning, encouraged by attentive staff.

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

• Staff understand how children learn. They use this knowledge to plan effective support for children, adapting the curriculum to meet their needs. For instance, staff in the baby room have increased the number of opportunities for babies to pull themselves to standing. They know children need to develop strength in their legs before they can walk. Staff provide effective support for children's developing physical skills.
• Children with special educational needs and/or disabilities (SEND) have good support. Staff receive training to ensure they can offer high-quality interventions to help children make progress. For instance, staff use alternative forms of communication with children to help them make their needs and wants known. Staff work effectively with other professionals involved with children. This supports high levels of continuity for children's care and learning.
• Staff are positive role models for children's speech. Young children enjoy lively song times and engaging stories, shared with enthusiastic staff. Leaders encourage parents to support their children to develop a love of reading. For instance, they signpost families to their local library, and offer a lending library at the nursery. This helps to support children's early literacy skills.
• With support from staff, children are learning to manage their feelings and emotions. They listen to what staff say and readily follow instructions, such as during transitions between activities. Staff step in swiftly to help children recognise their emotions if they struggle to regulate their behaviour. Staff offer children different strategies to help them, supporting all children to develop positive attitudes to each other and their learning.
• Generally, staff make good use of daily routines to support children's learning. For instance, they build in opportunities for regular songs and stories, and small-group times to talk to children. At times, though, the organisation of some daily routines is not effective. For example, younger children become upset, and older children lose attention and motivation. Children wait unnecessarily for staff to be ready before they can move on with their learning.
• Leaders encourage staff to develop their skills and knowledge. This helps them to provide generally good-quality interactions with children. For example, staff notice babies look with interest at coloured bottles and encourage this. However, sometimes, staff do not fully consider how to build on what children know and can do. Staff do not recognise when they can add in new ideas to support children's learning.
• Leaders ensure children have nutritious meals and snacks. They encourage children to develop healthy and active lifestyles. For example, children benefit from plenty of uninterrupted time to play energetically in the inviting outdoor space.
• Staff support children to develop an understanding of the wider world. For instance, they take children on outings to local woodlands and parks. Staff regularly take children to visit a local care home. Children see different people and different places, and learn about diversity.

What the setting must and should do next

The provider should:

• review and improve the organisation of daily routines to minimise children's waiting times
• support staff to strengthen their teaching to ensure that they consistently offer children the help they need to build on their learning.