Fundamentals Childcare Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive excited for their time at this welcoming and nurturing setting.

Children who have recently started, separate well from their parents and confidently explore the activities available. Staff gather appropriate information from parents when children first start, to support their understanding of children's needs and routines. This means children settle well.

Staff have high expectations for children's behaviour and are good role models. Children show they understand the routine and what is expected of them as they happily move around the setting and explore a wide range of activities and resources. Childre...n of all ages play together well and show kindness.

Staff plan activities that engage and excite children. For example, children show great excitement as they wait for the biscuits they have made to cook. If staff identify gaps in children's learning targeted support is put in place.

Staff work with families and other agencies to provide support for children with special educational needs and/or disabilities. This means all children make good progress from their starting points. Children have ample time to be outdoors and develop new physical skills.

The well- planned and inviting outdoor spaces provide children with exciting areas to explore. For example, younger children show pride as they balance on logs. Older children use scissors to cut the fresh herbs they have picked.

They skilfully chop the herbs and are proud to show their achievements.

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

Leaders and managers have planned a curriculum to support children to achieve in all areas of learning. They review this regularly to ensure they are meeting all children's needs.

Staff complete observations and assessments of children. They use this information to plan effectively for children's individual next steps in learning. As a result, children make good progress.

Staff are supported well and happy in their roles. Managers monitor staff practice through observations and meet with staff regularly, both one to one and as a team, to identify strengths and areas for improvement. Managers use this information to identify future training to further enhance the quality of teaching and care provided for children.

Staff plan a range of creative and sensory activities which children explore with excitement. For example, children enjoy creating pictures using paint pens. Outdoors, children skilfully pour water into jugs, they mix granules with water and staff ask them about the smell and texture.

However, at times, staff are not clear on the intent of activities and how these can be adapted to ensure children are being appropriately challenged. This means, at these times, some children's learning is not as successful as it could be.Staff engage children with books and stories.

They use puppets to support children to be part of the story telling. Children choose books to look at independently and with staff. As a result, children develop a love of books and reading.

Mathematics is supported well. During activities, staff count with the children and use mathematical language. For example, while children pour water into containers, staff use language such as 'heavy' and 'light'.

Throughout the day, staff sing counting and action songs that engage all children. Children show delight as they join in with singing 'five little speckled frogs'. This means children are gaining an understanding of early mathematical concepts.

Overall, communication and language is supported well. Younger children are introduced to new words and staff extend their sentences by repeating and adding one more word. Older children show they are confident communicators and staff ask questions to extend their thinking.

However, support is not consistent and at times, staff do not give children the time needed to think and respond to questions. At these times, children do not make the best progress in their communication and language skills.Children's personal, social and emotional development is supported well.

Staff support children to understand their feelings and the feelings of others. If children struggle in this area, staff put together plans which are effective in supporting children to understand about positive interactions. As a result, children share and take turns well.

Staff build strong relationships with parents. Regular feedback provides parents with information regarding their child's day and how they are progressing with their development. Parents are happy with the quality of care provided.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support all staff to have a clear understanding of the curriculum intent and impact of activities to focus precisely on the challenges set for children of different ages strengthen staff skills to consistently give children time to think and respond to questions to support children's communication and language skills even further.