Cherry Lodge Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enthusiastically arrive at the setting and quickly settle to their self-chosen activities. Children confidently share with staff events from their day at school.

For example, they proudly tell staff that they have been awarded 'star pupil'. Staff congratulate children on their efforts. Staff then enter children into the 'Cherry Lodge star pupil raffle' to win a prize.

In addition, children write and display their own 'resolutions', such as 'I will do better at writing'. When children achieve their goal, staff congratulate them with a 'high five' in recognition of their achievements. This helps children develop a p...ositive attitude to learning and also builds on their self-confidence and self-esteem.

Staff have high expectations for children and include them in decisions about the setting. Children understand and follow the setting's 'contact of fun'. They remind each other of safety rules, such as checking there is enough space to dance while using the game console.

Children have a particular fondness for animals and show respect and kindness when caring for creatures. For example, after finding a bee that they identified was not alive, the children carefully buried it in the garden. Children talk about how they had cared for the bee and created a special memorial area.

While the setting had little disruption during the COVID-19 pandemic, leaders made important changes to support children and their families during this time. For example, they opened their service to a larger number of local schools. This provided vital consistency of care for children.

This also provided opportunities for children to meet with other children from their local community and make new friends.

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

Children learn about democracy as they vote for members of the 'Cherry Lodge Council'. Children listen to the views of others and make valuable suggestions that bring about change in the setting.

For example, following children's suggestions for the role-play area, staff create a veterinary centre. This means children take part in meaningful play and have the opportunity to bring their ideas to life.Staff work extremely well with school teachers to ensure activities provided at the setting complement children's learning at school.

For example, children develop their literacy skills as they write prescriptions for the animals in the role-play vets. In addition, children practise how to use scissors as they cut pieces of ribbon to size. This promotes their small muscles and dexterity skills needed for later writing.

Children develop close bonds with staff. They seek out their key member of staff for help and support. Children regularly embrace staff with hugs and cuddles.

They tell visitors that they 'love all the staff and all the activities provided'.Partnerships with parents are a real strength of the setting. Parents comment that their children ask to come to the setting on days that they do not attend and request to stay longer or arrive early.

Parents describe the setting and staff as a 'lifeline'. In addition, parents say the staff are amazing and that the activities provided are great.Staff offer a range of healthy snacks and nutritious home-cooked food.

Children show good independence skills as they pour their own drinks and clear away their plates and cutlery when they are finished. In addition, staff provide 'life skills' activities for the children. For example, staff encourage children to make their own sandwiches and butter their toast.

Children excitedly find their favourite activity or craft materials. They are engaged in meaningful activities throughout the session. They often spend a long time at a chosen activity.

For example, they decorate tin cans using ribbon and felt pens to make their own plant pot. Children share the resources and older children help the younger children. For example, they hold the can while they fill it with soil and show them how to correctly plant the seed.

Children are confident and keen to participate in conversations. They talk vividly to the inspector about what they know about the festival of Eid. They discuss how staff help them to understand the meaning of 'fasting'.

This helps children gain an appreciation of how others are different to themselves.The manager provides staff with regular coaching and supervision. Staff attend relevant training to support them in their roles.

Staff say they feel supported by the leadership team and are happy in their work. The manager has identified that staff would benefit from more individualised feedback on their performance, to help them raise the quality of their practice to the highest levels.

Safeguarding

The arrangements for safeguarding are effective.

The setting is safe and secure. New procedures for the safe collection of children are understood by the whole staff team and implemented well. Recruitment and vetting procedures are robust.

This ensures children are kept safe. Staff teach children about how to keep themselves safe while playing games online and about the safe use of social media apps. Leaders and staff understand what they need to do if they have a concern about a child's welfare of the conduct of a colleague.

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