YMCA @ Pelsall Village

What is it like to attend this early years setting?

Children thoroughly enjoy their day at this small and friendly nursery. Staff provide a wealth of activities to motivate children to play and learn. They support children as they build dens and houses. Children use their problem-solving skills to work out how to construct a roof and rooms. They develop their pincer grip as they use pegs to attach plastic sheets to trees. Children develop their imagination and creative skills as they take part in activities in the outdoor 'art studio'. Staff encourage them to make faces out of clay and draw pictures. Children talk excitedly about their creations as they point out the family members they have drawn.

Staff support children to develop the muscles needed for future writing skills from an early age. Babies make marks in large trays filled with flour and water. They develop their small-hand muscles as they shake bottles filled with sensory materials. Staff are good role models and create a happy, family atmosphere. They promote good manners and children routinely say please and thank you. Children develop independence. They pour their own drinks from water jugs, put their own coats on and tidy away resources when they have finished playing with them. Children are still confident to ask for support when they need it. They ask staff to help them to pick up and push large tyres or wheelbarrows.

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

• Leaders provide a strong support structure for staff to enhance their professional development and improve outcomes for children. Staff use ongoing observations and assessments of children's learning to identify any gaps and to help plan for what children need to learn next. Staff plan activities which are closely linked to children's current interests. However, at times, staff do not adapt their teaching to suit the mixed ages of children present to help children make the best possible progress.
• Staff prepare children for transitions well. Children benefit from gradual settling-in sessions when they join. Younger children spend time with the older children to help them settle into their new group. When the time comes for children to move to school, staff invite teachers in and share assessment information.
• Good partnerships are in place with parents. Staff share information in variety of ways. They invite parents to stay-and-play sessions and keep in touch electronically and through daily conversations. Parents speak positively about the support their children receive and say that they can see the progress their children are making. Parents comment that they are amazed when children sing the songs and rhymes they have learned when they get home.
• Staff skilfully support children's emerging understanding of mathematics. Children become engrossed while playing in the mud kitchen. Staff encourage them to follow 'recipes' to create 'mud pies' and 'mud soup'. Children pour, fill and measure with delight. They learn to count as they add two cups of water and two leaves to complete their culinary delights.
• Leaders identify that communication and language skills are a high priority for children. Staff provide constant support to help children develop early language skills. The nursery day is full of opportunities for children to enjoy singing, rhymes and stories. Staff members use spontaneous songs to engage children and extend their vocabulary. At the start of the day, children enjoy a 'wake up, shake up' song to prepare them for the fun and busy day ahead.
• Staff support babies to develop their core body strength by promoting regular 'tummy time' activities. Older children balance on beams and blocks. Staff support children to take managed risks. For example, children enjoy climbing on and jumping from large rocks in the garden under the close supervision of staff. As a result, children make good progress in their physical development.
• Staff engage children in conversations about how to stay healthy. Children learn that when they wash their hands, the soap gets rid of germs and that eating vegetables helps them to grow 'big and strong'. Overall, children behave well. They are aware of the 'golden rules' at nursery. However, on occasions, staff do not help children understand the consequences of their actions, to help them to learn what is expected of them.

What the setting must and should do next

The provider should:

• support staff to adjust their teaching more effectively when working with children of mixed ages and abilities
• focus support more closely on helping children to understand the consequences of their behaviour to help them to learn what is expected of them.