Young Generation

What is it like to attend this early years setting?

Staff form positive relationships with children and their families. They create a safe and stimulating environment where children are happy and content. Staff encourage children to make independent choices about what they want to play with. For example, children freely help themselves to art supplies and materials when they want to be creative. Furthermore, staff know the children well and skilfully play alongside them to extend their learning. For instance, children enjoy role playing with toy cars and vehicles. Staff talk to them about how different cars are fuelled and powered, introducing children to new knowledge and vocabulary.

Staff support children to develop their listening and attention skills through planned activities, such as 'What's in the box?' This engaging session keeps children focused as they try to identify the correct sounds. Staff regularly praise children for their efforts and achievements, boosting their self-esteem. Children are confident and friendly. They engage visitors in conversation and invite them into their play. Staff are good role models and show kindness and patience towards children. They have high expectations of behaviour. Staff consistently give age-appropriate messages that help children know what is expected of them, such as sharing and taking turns. Consequently, children behave very well.

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

• Parents are happy with the quality of care provided and the progress their children make at the pre-school. They feel involved in their children's care and receive updates about their development. Staff provide parents with information about children's next steps in learning via an online app and parents' meetings.
• Children develop good mathematical skills. They immerse themselves in water play, where they measure and compare quantities. For example, children tip and pour water using a range of different-sized jugs and containers. They explore concepts, such as full and empty, along with weight, capacity and volume. Children play cooperatively and kindly pass the resources to each other.
• Staff promote children's independence and self-care skills well. Children wipe the table before snack time and pour their own drinks with pride. This gives them a sense of responsibility.
• The provision for children with special educational needs and/or disabilities is effective. They monitor children's development well and use specific assessments to help identify gaps in children's development. Staff implement targeted learning plans and make timely referrals to outside agencies. This helps to ensure that children at risk of falling behind receive the support they need swiftly.
• Staff promote children's health well. For example, children talk to staff about their recent visit to the dentist. Staff extend their interest and encourage children to practise their brushing technique, using models of teeth. Children use toothpaste and toothbrushes and talk about the importance of keeping their teeth clean. Consequently, they have a good understanding of oral health.
• Children thoroughly enjoy outdoor play, where they have opportunities to challenge their physical skills and learn about nature and the wider world. They enjoy searching for insects and use the magnifying jars to examine them closely. Furthermore, children grow fruit, vegetables and herbs, such as carrots, blackberries and parsley. They help to water the plants and watch as they grow and change. As a result, children have a good understanding of where food comes from.
• Staff receive regular supervision meetings where they can discuss any issues they may have and where the provider checks on their well-being. However, they do not receive feedback on their individual practice, and plans to raise staff's teaching practice even higher are not yet implemented consistently.
• The provider and staff understand the curriculum and know what they want children to learn before they go to school. However, sometimes staff focus more on activities they want to provide and less on the skills children need to achieve next. Nevertheless, children make good progress in their education.

What the setting must and should do next

The provider should:

• focus planning more on the skills children need to develop next to fully extend and support their learning
• strengthen the procedures for supervision, coaching and mentoring to provide staff with more specific feedback on their practice.