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What is it like to attend this early years setting?
The provision is good
Children are playful and keen to join in with the interesting activities planned by staff. Pre-school children are curious about the visiting ducklings and talk about the birds they have seen in the park.
Children gain confidence in their physical abilities as they explore their movements outdoors. Toddlers practise kicking balls and learn to balance on inflatable balls, while pre-school children learn to ride bikes and take part in yoga sessions.Children build good relationships with the staff.
Staff are responsive to children's needs and offer cuddles and reassurance, which helps children feel safe and secure. Overal...l, staff have suitable expectations for children's behaviour. They remind children to use kind hands and teach them to take turns.
Pre-school children learn to follow simple rules, such as lining up to wash their hands after meals. Leaders and managers plan a curriculum that supports children to build on what they can already do and know. Overtime, children develop independence, such as putting on their own coats and serving their own food.
Children develop a love of books and learn to handle them with care. Babies snuggle with adults to listen to stories and older children share favourite books with their friends. Children make good progress and develop skills for the next stage in their learning.
What does the early years setting do well and what does it need to do better?
Staff introduce new vocabulary and encourage children to repeat new words, such as 'broccoli' and 'umbrella'. Staff give simple instructions, such as 'find me a big, red bear' which develops children's understanding and listening skills. Children confidently join in with familiar songs and rhymes.
Older children engage in conversation with their friends and adults. Children's communication and language development is supported well.Children with emerging additional needs are supported well.
The manager has implemented systems to share information with parents and other professionals involved in children's care. This means strategies to support children's development are consistently applied and all children make good progress.Staff observe children's play and use this information to plan learning opportunities that follow children's interests.
For example, they notice when toddlers are enjoying singing 'Row, row, row your boat' and introduce new verses and actions to help them maintain focus. There are occasions when plans are not tailored to children's individual interests which means some children find it more difficult to take part. However, this does not significantly impact on children developing positive attitudes to learning overall.
Children learn to regulate their behaviour and emotions well, on the whole. Staff make sure babies and young children have their comforters when needed and talk to children about their feelings. On occasion, the organisation of the daily routines results in some children becoming restless and disruptive, such as when they have to wait while others put their coats on.
While this impacts on how well some children learn to regulate their behaviour, staff take steps to support children's emotional needs at these times.Children learn to keep themselves safe and well. Staff teach them to wipe their noses and wash their hands.
Pre-school children ask for wipes to mop up puddles in the garden and learn to put rubbish in the bin. Staff teach children about road safety, such as saying 'Stop, red light' when children are playing on bikes. This teaches children important skills for later life.
Children enjoy nutritious meals and snacks throughout the day. Older children learn to serve themselves and decide how much they want to eat. Staff remind children to have regular drinks of water, especially after physical play.
This promotes children's physical health and well-being.Parents report they are happy with the care their children receive. On the whole, communication with parents is effective.
Parents say they receive regular updates and photos via a digital app. The manager is developing a parent representative system to develop partnerships with parents even further.Leaders and managers have established a stable staff team and utilise temporary staff well.
They have developed a positive team culture. Staff report they receive regular supervision meetings to discuss their practice and say they can talk to managers if they need support. Staff complete regular training, including safeguarding, which keeps their knowledge up to date.
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: further develop planning and staff interactions so all children's individual learning needs are met develop the ways in which children to learn to manage their own feelings and behaviour, particularly around transition times.
