Wulstan's Lodge Childcare

What is it like to attend this early years setting?

Staff greet children warmly as they arrive at the setting. Children separate from their parents with ease. Staff know the children well and they develop close bonds. As a result, children are happy and settled. Staff value children's home experiences. Children bring items in from home to show staff and their peers. They talk freely about their families and experiences, and staff listen intently. This makes children feel respected and safe.

Routines are well established. Children of all ages sit on the rug together and answer 'good morning' to the register. Staff reinforce daily routines through songs. For example, children sing a tidy-up song and a handwashing song to signal these activities. Children behave well, due to the high expectations of staff. Staff give gentle behaviour reminders when needed or use distraction techniques. The impact of this is that the setting is calm and predictable for children.

The curriculum has clear learning intentions and end points. Staff base learning around loose topics, which they adapt according to children's interests. Staff offer a range of experiences that support children to develop across the areas of learning. For example, children develop their fine motor skills while they paint using sweetcorn, and they develop their number knowledge when they count and pop bubbles. Children are eager to join in with these enjoyable activities, which means that they develop positive attitudes to learning.

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

• Staff place a strong focus on developing children's communication and language skills. They read good-quality books to children and sing with children throughout the day. Staff narrate children's play and repeat words, such as 'splash'. This results in children becoming more effective communicators.
• Staff support children's vocabulary development across all areas of learning. They write target words on flower templates and use these when they interact with children. This supports children to extend their vocabulary.
• Staff assess children to identify and plan for children's next steps in learning. However, occasionally, activities and questions do not challenge and extend children's thinking to the highest level, particularly for older children, to help them make the best possible progress.
• Staff teach children about healthy living and emotions. For example, children feel their heartbeat after jumping, and pre-schoolers talk about how they feel about moving to their new school. This supports children's physical and mental well-being.
• Staff generally support children to develop their independence skills. For example, children hang their coats on pegs labelled with their name and manage their own personal care routines. However, at times, staff do not encourage children to do things for themselves, including taking off their painting aprons and hanging up their artwork. As a result, children's independence is not further promoted to provide greater autonomy for children and prepare them even more for their future.
• Children with special educational needs and/or disabilities (SEND) are very well supported. Staff observe children and carefully identify any learning or development need. The special educational needs coordinator (SENCo) uses this information along with any guidance from specialist professionals to create individual support plans. This ensures children receive the support they need to help to close gaps in their learning.
• Parents speak highly of the staff and the service they provide. They feel that their children 'thrive' at the setting. Parents report that staff keep them well informed about their children's day and the progress they make. They feel that staff provide them with information that enables them to support their children's learning and development at home.
• The setting is led and managed well. Leaders and managers assess the setting's strengths and areas for development effectively. They work to improve the quality of provision by providing training and professional development opportunities for staff. The impact of this is evident in staff's developing knowledge and in children's outcomes.
• Safeguarding is an important part of everyday life in the setting. Staff are aware of the signs that children may be at risk of harm. They know how to report any concerns using the setting's safeguarding procedures and local procedures. The premises are secure, and an intercom system is in place. Fire and lockdown procedures are clear and practised regularly. Staff carry out daily risk assessments of the environment, which help to minimise risks to children.

What the setting must and should do next

The provider should:

• focus coaching and training to enhance the quality of teaching practice and provide further challenge during activities to extend children's thinking
• offer more opportunities that promote children's independence in their learning and development.