Your Co-op Little Pioneers Nursery and Pre-School, Watford Junction

What is it like to attend this early years setting?

Staff are welcoming and this helps children to feel secure. Children who are new to the setting, are moving to a new room or returning from holidays have plenty of affectionate cuddles and reassurances and this ensures they feel confident to get involved in all that is on offer. Children show that they have a sense of belonging. They use their picture cards for self-registration and to identify their cups and place at the lunch table.

Children behave well. They learn about the simple rules and routines that help to keep them safe and well. Children show through their actions and, as they get older, through their conversations, that they understand how to behave, to be kind to others and to stay safe. Children show this understanding in their play when they use the vehicles along a roadway and take action when they get to a road sign. They know when vehicles have to stop and when it is safe to go.

Staff take precautions to protect children from exposure to excessive heat. They use the garden early in the day before it is too hot. Children have sunscreen on and wear hats. Alongside this, staff include lots of water play to help children keep cool. Children benefit from eating regular meals and snacks, and their drinks are topped up with fresh water throughout the day.

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

• Managers explain the curriculum and how it meets children's learning needs. There is a very strong focus on children becoming confident communicators and being as independent as possible. The curriculum is broad and builds over time. This ensures children have good opportunities to explore and develop their knowledge and skills ready for the next stage of their learning. For example, staff plan and deliver group circle time sessions, some of which are very high quality. Staff structure sessions according to the needs of the children. For the youngest children, these are short and purposeful. Older children have longer sessions as they are often able to remain focused for extended periods. This helps to ensure each child has the best possible chance of success.
• Managers are clear about their expectations of staff to deliver the curriculum. For instance, each day children serve themselves at breakfast, scooping cereal from the container into their bowl. Staff extend children's learning by encouraging them to count the scoops. Young children successfully count the four scoops. This shows that staff recognise the possible additional teaching opportunities, which supports children's learning well.
• Children demonstrate their knowledge of shapes as they make paper planes with staff. They identify the different parts of the planes and the shapes created by folding the paper. Children enjoy games of noughts and crosses. They draw out the grid and fill with the symbols. Children know the importance of turn-taking and strategy when they play.
• Managers make sure staff understand what works well and that they appreciate their efforts. They offer useful feedback on how to improve teaching. However, not all aspects of planning are embedded well enough to ensure that spontaneous and extension activities are consistently of high quality.
• Children have plenty of opportunities to learn in their preferred space. They benefit from having outdoor and indoor spaces that have been carefully planned with a plentiful supply of resources and equipment. This means children explore their ideas, follow their interests and develop their knowledge as they play. Staff listen carefully to what children say, and they ask questions to help extend children's thinking.
• Staff understand what children need to know and do. Children's communication, speaking and listening skills are given high priority. Staff use a variety of strategies to help children make themselves understood. They frequently use signing to support speech. This helps children who do not have the words to communicate with others. Children's opportunities for acquiring language are further enhanced with planned activities that get their muscles warmed up for making sounds.
• Staff take time to gather information about children from parents. This helps them to know what children can already do and where they can start to enhance development. Partnerships with parents are successful. Parents value the excellent communication and say that staff at all levels are friendly, helpful and willing to assist.
• Managers ensure the setting is organised and well managed. They have clear plans for building on the quality of the provision to ensure children have high-quality experiences. They work hard to ensure staff's well-being and that staff continue to improve their knowledge and skills.

What the setting must and should do next

The provider should:

• support staff to build on their planning skills and embed their knowledge to ensure every experience offered to children provides optimal learning opportunities.