Children 1st @ Hathern

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children have close bonds with staff and settle instantly in their care. This helps children to feel safe and supports their emotional well-being. They happily greet their friends with a hug and a smile.

Children of all ages enjoy singing and moving to music. They develop their physical skills and follow staff's instructions carefully as they join in with the words and actions of songs. Staff encourage children to stomp and roar, reach up high and reach down low.

Children giggle as they make different sounds and are keen to ask staff to include different animals in the song.Children learn to share from a young age. Sta...ff support them to ask politely for resources and explain why it is important they wait for their turn.

Children listen closely to staff. They confidently ask questions and share ideas while creating different transportation using play dough. Children focus as staff explain new knowledge about what the rotor on a helicopter is for.

Children are keen to try things for themselves. They know the expectations at lunchtime, such as lining up patiently and washing their hands. Children learn how to keep themselves safe and healthy.

They discuss with staff why drinking water is important.

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

Staff and leaders know all the children extremely well, including their learning and development needs. Staff identify what children need to learn next and focus on providing opportunities to support any gaps in their experiences.

They encourage children to learn skills that will support them later in life, including setting the table and using good table manners.Staff engage children through activities based on their interests and what they need to learn next. Younger children giggle and smile as they learn how to make different marks.

Staff support them to push and pull different vehicles through paint on large paper to create a picture. Children make different vehicle noises, copying what staff do, and learn about the different colours. However, at times, staff do not make sure that adult-led activities focus on skills and knowledge that are challenging enough for all children.

This means some children lose focus after a short time and do not make the progress they are capable of.Staff interactions with younger children fully support their development, particularly their communication skills. Staff encourage children to share ideas on how to bath dolls and wrap them up warm.

They help children to sing songs, including 'Miss Polly', and copy the actions. However, this practice is not consistent with older children. Staff do not adapt their interactions enough for all children.

They do not always use skilful questioning or give children the time to think and respond. Therefore, children are not always supported enough in their play.Staff encourage children to try things for themselves throughout the day.

They support children to put on their own aprons before painting, even when they have to persevere to get them on. When they finish painting, staff remind them to hang their apron up and put resources away. Staff remind children to find their own resources and help them make choices in their play.

Children know how staff expect them to behave. From a young age, they are encouraged to say 'hello' and 'goodbye' to their friends. Pre-school children are excited to see their friends and ask them how they are.

Staff teach children to share from a very young age. They help the youngest children to understand how to pass toys, such as plastic food, to their friend, so they can both pretend to make food together.Leaders identify where staff need further support and promptly provide them with training.

They closely monitor the experiences of children. They help staff to reflect and adapt their practice to meet the needs of all children, including those with special educational needs and/or disabilities.Parents and carers speak positively about the setting.

They comment that staff communicate well and are always welcoming. Parents say they receive guidance and support from staff when needed and can always ask questions when they collect their children.

Safeguarding

The arrangements for safeguarding are effective.

Staff and leaders have a thorough understanding of their responsibilities in keeping children safe. They attend regular training to keep their safeguarding knowledge up to date. Staff demonstrate a good understanding of the signs and symptoms that indicate a child may be at risk of harm.

They are confident in recording and reporting any concerns to the relevant professionals. Leaders have a thorough recruitment procedure in place and continuously monitor the suitability of all staff. The site is secure and there are clear visitor procedures.

Staff check the environment regularly to ensure it is a safe place for children to play. Children are well supervised at all times.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: focus further on building upon what children know and can do during adult-led activities, providing appropriate challenge for all children provide further support for staff to improve the consistency of high-quality interactions with older children.