Avonmouth Children’s Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff welcome children warmly into the children's centre.

They provide a variety of exciting activities to entice children in their play and help them to settle quickly. Staff plan activities based on new resources and children's interests and celebrations. For example, staff set out a selection of beautiful, handmade baby doll outfits that have been donated for children to use with the dolls.

These immediately capture children's attention. They carefully dress the dolls in the outfits. They talk with staff about the different clothes and identify the colours and dinosaurs on the doll's coat.

Staff working wit...h the children know them well. They quickly identify when children may need extra support. They discuss with parents how best to help children achieve well.

They seek advice from other professionals and put in place individual learning plans to ensure that children make the best possible progress. Leaders and managers reflect on the practice and care they provide. They seek the views of staff, children and parents and implement changes to enhance the quality of education for all children.

They share regular information with parents about what children do and learn. Parents comment that they feel their children receive good-quality care and education and make good progress in their learning.

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

Staff focus on children's speech and language.

They support all children, including those with special educational needs and/or disabilities (SEND) or those who are learning to speak English as an additional language, to extend their vocabulary and understanding. Staff use signs and gestures as well as words in English and children's home languages when talking with the children. Children eagerly copy sounds or words and continue trying to express their ideas.

Leaders and managers monitor staff to make sure they know and understand their roles and responsibilities. They encourage staff to continue their professional development. Staff share ideas from training to build on children's learning and development.

For example, staff have put up a ball hoop and net for the children to practise their physical skills, which they learned about in training. Children excitedly throw balls through the net. They take turns with friends and celebrate when they succeed in getting the ball through the hoop.

Staff interact well with the children. They ask questions, pose challenges and encourage children to keep trying. Staff notice the louder, more boisterous children and encourage them to cooperate as they join in with activities.

However, staff miss the quieter children and do not include them as well as they could.Indoors, children sit with staff and attempt to write their names on chalkboards. Staff encourage children to find the card with their name on.

Staff praise children when they recognise their own names, those of their friends or letters within their names. They model writing the letters and encourage children to have a go. Children are learning letter sounds, recognising words and attempting to write.

Staff help children to manage their feelings and emotions. For example, when children push others, as they want the same ride-on toy, staff use a sand timer to help children know when they need to let their friends have a turn. At other times, such as large-group time or when there are changes to the routine, staff do not notice children's frustrations.

They do not act quickly enough to support children to understand when they need to listen or stop interrupting others so that all children can learn and develop well.Staff build on children's experiences and teach them about their community and the wider world. Staff organise outings for children and families by train to the nearby beach to explore nature.

They take children on walks around the local area, teaching children about road safety. They visit the local library and have 'core books' in the setting to stimulate children's love of stories and books.Children learn about healthy food choices.

They cook with a local chef, who comes in and makes different dishes with the children. Recipes and food are shared with parents to make at home. Children plant and grow fruit and vegetables for use in their cooking lessons.

They know that food gives them energy and keeps them fit and well.

Safeguarding

The arrangements for safeguarding are effective.Staff know and understand potential signs that may mean a child is at risk of harm.

They know how and to whom to refer any concerns about the welfare of children or allegations about staff. Leaders and managers reflect on practice and make changes to keep children safe. Reviews of first-aid procedures ensure that staff follow the correct protocols for managing and recording accidents.

Staff carry out risk assessments of the areas used by the children, indoors and outdoors. They identify potential hazards and make sure these are either eliminated or minimised.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure that staff take notice of and include quieter children better to build on what they know and can do make sure staff act quicker during group times or when the routine changes to remind children to listen or let others have a turn so all children can learn and develop well.

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