Dean Bank Early Years

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Leaders and staff have high expectations for every child. They carefully plan the learning environment to support children's knowledge and skills.

This helps to provide children with a learning environment which promotes confidence and a willingness to try and develop new skills. Staff welcome children warmly on arrival into the setting. Children are confident to access the calm and inviting environment and show that they feel safe and secure.

They are confident in making choices about how they want to learn and what to play with. This means children remain in their chosen play for long periods. Children have good oppo...rtunities to be outdoors and practise their physical skills.

Younger children relish making discoveries as they play in water. They enthusiastically jump in the puddles they make and observe the impact from their actions. Children develop their early literacy skills well.

For example, they explore making marks and talk confidently about the meaning of the marks they have made. Staff are good role models for children. They take every opportunity to praise children's positive behaviour.

Staff help children learn how to share, take turns, show consideration towards others and understand what friendship means. Children develop important skills for their future learning.

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

Staff use good systems to observe, plan and assess children's progress to build on their knowledge.

Leaders monitor these systems successfully to support consistent practices throughout the setting.Children with special educational needs are supported well. Secure partnerships with parents and other professionals support children reach their full potential.

Leaders use additional funding effectively to ensure gaps in children's learning narrow and they make good progress.Leaders and staff are very passionate about giving children the skills and knowledge they need to succeed in their future lives. They plan learning experiences to build on gaps in children's experiences.

For example, children learn about growing fruit and vegetables.Partnerships with parents are very effective. Leaders and staff use various strategies to engage parents with their children's learning.

Staff regularly welcome parents into the setting to join children in activities. For example, staff, parents and children take part in preparing healthy and nutritious soup made from vegetables children grow in the allotment garden.Staff place a clear emphasis on children developing the skills they need to support their early writing skills.

For example, they plan fun activities for children to develop their small-muscle skills and manual dexterity as they knead and roll dough to music.Children are curious and eager to explore and make discoveries. For instance, staff encourage children to cut into a lemon and explore what is inside.

They encourage children to carefully examine the ridged skin of pumpkins and other vegetables. Children have good opportunities to explore using all their senses.Children understand how to keep themselves healthy.

For example, they learn about good dental hygiene routines and brush their teeth enthusiastically as staff sing songs to help them learn how to clean their teeth thoroughly.Staff actively look for ways to develop children's understanding of the world around them and people, families and communities beyond their own. For example, they broaden children's experiences by introducing road atlas books and help children to make and annotate books about the places they visit.

Staff are well qualified and supported effectively by leaders. For example, they observe staff teaching practice and provide training to update staff's professional skills. This has a positive impact on children's learning outcomes.

For instance, staff have raised their awareness of using opportunities to enhance children's thinking skills.Staff do not always help children to understand what is expected of them during changes in the routine, such as tidy up time.Although staff teach children how to keep themselves safe, they do always help children to understand the reasons for this.

For example, children do not always understand why they need to take care when using some resources.

Safeguarding

The arrangements for safeguarding are effective.Leaders ensure all staff undertake regular safeguarding training.

Staff demonstrate a clear understanding of how to recognise signs of potential abuse and neglect and wider safeguarding issues. They know the action they must take if they have concerns about a child. Safeguarding information is clearly displayed, reminding everyone of their duty to report concerns.

Leaders follow safer recruitment guidelines to ensure new staff are suitable and existing staff remain so. Regular fire drills enable all staff and children to learn how to evacuate the premises swiftly.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support children to develop a greater understanding of why they need to handle some resources with care help children understand what is expected of them during changes of routines.