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What is it like to attend this early years setting?
The provision is good
Children arrive happy and excited to begin their day.
They wave goodbye to their parents with ease as practitioners welcome them inside. Children feel safe and secure. They settle quickly and begin to get involved in the different activities that have been set up for them.
Practitioners support children as they become immersed in a play dough making activity. Children are interested and engaged learners. They confidently explain the different ingredients needed to add to their mixture.
Babies have close and responsive relationships with caring practitioners. They seek them out for cuddles and reassurance durin...g their activities. Practitioners sing familiar nursery rhymes and enjoy books with babies.
Practitioners model clear words, gestures and actions to enhance their developing communication skills.Leaders create an ambitious and enriching curriculum. They understand the importance of following children's interests, to build on what they know and can do.
For example, when children show an interest in city buildings, practitioners extend the construction resources and build on children's curiosity. They learn about monuments such as London Bridge and try to recreate it. Children benefit from high quality learning experiences.
What does the early years setting do well and what does it need to do better?
Practitioners are enthusiastic and knowledgeable about the curriculum they implement. They talk passionately about the different projects they develop to extend children's learning. For example, children frequently visit a local care home and spend time with elderly residents.
Children learn about the differences and similarities between people in their community.Babies enjoy exciting activities that allow them to explore their senses. They beam with smiles and excitedly move their hands around on a large tray with bubble mixture.
Practitioners introduce words such as 'slimy' and 'splat' as they extend their learning. This supports babies to develop early language.Children behave well.
They have a clear understanding of what is expected of them. Practitioners support them closely. When a disagreement takes place, practitioners calmly remind children about taking turns and help them resolve their conflict.
Children develop good levels of respect for one another.Leaders have high expectations for all children, especially those with special educational needs and/or disabilities. They ensure that children and their families receive the support they need.
Practitioners work closely with professionals such as physiotherapists, family support workers and speech and language therapists. This enables them to work together towards children's future learning. Children are supported in achieving good outcomes.
Overall, parent partnerships are strong. Parents explain that they have opportunities to find out about the activities their children have been doing. Parents also explain that they have good relationships with their child's key worker.
However, practitioners do not consistently provide parents with information about what their child is ready to learn next. This does not fully support parents to extend their child's learning at home. Through this, parents are not fully supported in understanding how to extend their child's learning at home.
Leaders provide staff with the opportunity to engage in different training courses. For example, they access courses specific to their area of interest. This includes topics such as sensory play or supporting babies.
Staff report high levels of well-being and feel supported by the management team.Children talk excitedly about how to keep themselves healthy. For example, children point to pictures of themselves brushing their teeth.
They explain the importance of doing this in the morning and before bed. Practitioners build on children's knowledge during mealtimes and explain that milk is good for our bones and teeth. Children learn about the importance of leading a healthy lifestyle.
Children enjoy targeted sessions to help them enhance their physical abilities. Practitioners run, jump and skip with children and they play exciting games together in the garden. Leaders have also developed an indoor room to enhance physical play in small groups.
Children develop the physical skills they need for future learning.
Safeguarding
The arrangements for safeguarding are effective.Leaders create a positive safeguarding culture.
They have a robust safeguarding policy in place. Practitioners are knowledgeable about what they must do should they ever have a concern about a child. They receive regular training to keep their knowledge up to date.
Practitioners can also clearly explain the local authority reporting procedure they must follow, should they ever have a concern about an adult working with children. The manager can clearly identify factors that may lead them to be concerned about gender based abuse such as female genital mutilation.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: support staff to provide consistent feedback to parents about children's next steps, so that they can extend children's learning further at home.
