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What is it like to attend this early years setting?
The provision is good
Children are safe, happy and confident in this setting, which has a very homely feel to it.
The manager and her staff team have devised a curriculum that enables them to decide on children's next steps and plan for them accordingly. All children, including those with special educational needs and/or disabilities (SEND), make good progress. The setting has good links with the local schools and works in partnership with other agencies to ensure that all children are well prepared for school.
Children are keen to take part in activities that support their communication and language. For example, they talk about what they ...can see, feel and smell as they take part in a nature hunt. They develop good physical skills as they explore the well-equipped garden.
Children balance, climb and navigate safe pathways on wheeled toys. Younger children develop good core strength as they push walkers while learning to walk. Children develop close attachments to the warm and caring staff, who are very attentive to their needs.
Staff are good role models who treat children kindly and with respect for their individual characters. Children share with one another without being prompted, and they take turns very well. Children are responsive to staff's instructions and show a good understanding of the routines.
What does the early years setting do well and what does it need to do better?
Children listen intently to books, which staff read to them in an engaging way. They answer questions and make suggestions about what they think will happen next. Children talk about the feelings of the characters.
They make faces to represent different emotions. This helps children to develop a love of books and relate to stories.Staff give children lots of praise and encouragement.
Children develop persistence and a good understanding of their own abilities. They demonstrate sheer enjoyment as they successfully complete puzzles. Younger children smile and clap when they build towers with bricks.
Children are curious and observant. They notice and talk about the patterns they make in the mud with their boots. They attempt to fit tubes together to extend their length, and they explore balance using scales.
This helps children to develop a good mathematical understanding. However, staff often miss opportunities for children to solve problems, as they are quick to offer them solutions instead of letting them work it out for themselves.Staff encourage good hygiene and healthy eating.
They offer parents support and guidance for preparing healthy lunch boxes. Meal times are a very social time; staff sit with small groups of children as they eat and chat. This promotes good relationships as the children talk with staff and their friends.
The manager and staff intend for children to develop good independent skills, such as feeding themselves, dressing and undressing. However, when children come in from the garden in large groups, they are not all consistently encouraged to take off their own coats and boots and put them away. This means that some children do not have the opportunity to practise these important self-care skills.
Children with SEND are given targeted support to help them move on in their learning. Staff follow advice from outside agencies and regularly spend time with individual children. Children clearly enjoy these special times and make good progress in their development.
Staff are supported well. They have access to training to continually improve their practice, and they have very positive relationships. They are a happy team of staff who genuinely have a lot of fun with the children.
Parents report that they are kept well informed about their children's learning and development. They appreciate the opportunities their children take part in. For example, they have swimming lessons and trips to the park, the beach and nearby attractions.
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 staff to provide opportunities for children to develop their problem-solving skills nensure that all children are encouraged to practise self-care skills to promote their independence.
