Little Treasures at Wheeler Children’s Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy in the warm and welcoming setting.

Staff ensure children's safety, completing risk assessments and regular fire drills. Staff demonstrate a good understanding of the signs of abuse and how to report any concerns they may have.Leaders and staff have a clear intent for the curriculum.

They know the foundations upon which children should build to make progress in their learning. The curriculum focuses greatly on literacy and helps children to develop a love of books. Staff use captivating storytelling to engage children, using props to promote discussion.

Staff extend this learning by providing... story sacks for children to take home. These provide parents with ideas to continue children's learning through a range of activities.Children demonstrate positive attitudes to learning.

They display excellent behaviour and feel secure to explore the interesting environment. The key-person system supports children extremely well. Staff build consistent and close relationships with the children and their families.

Staff know the individual learning needs of the children and correctly identify the next steps in their learning. They are caring and reassuring in their manner towards the children, which supports them to feel settled.

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

Staff expertly use questioning during children's play, promoting their thinking skills and their language development.

Staff pronounce and name objects correctly. They allow children time to think and respond to questions. Staff show a genuine interest in children's conversations.

They listen carefully as children find their voices, helping them to develop their language further.Children are supported to develop their physical skills from the outset of their time at the setting. Young children are supported by staff to practise their skills as they become more confident movers.

Children have opportunities to develop their mark-making skills in the outdoor environment, where they draw on the walls and the floor with chalk, before developing their fine motor skills and becoming creative painters. They expertly stick sequins and feathers onto their creations. These skills help to prepare them for their early writing skills.

Staff monitor children's progress regularly, which enables them to ensure that children are developing at appropriate rates. They accurately assess children to ensure that those who need additional support have access to external services. Leaders maintain good contacts with the school and area special educational needs coordinator, which ensures that strategies are in place while children and families await external support.

Staff enhance children's mathematical development by introducing spatial reasoning skills such as measuring and pouring when in the mud areas and the sand. However, they do not use routine counting in activities.Staff teach children about oral hygiene.

They engage children in discussion about the food they eat at nursery and at home. However, they do not automatically extend this discussion to teach children about healthy food choices.Children begin to develop their independence skills early on in their lives.

They are encouraged to try to put on their outdoor clothing, and they hang up their coats as they move to other areas of the setting. They know to wash their hands before snacks and lunch and use the nose wiping station to manage their personal hygiene. Staff remind children about the importance of keeping germs at bay.

The written feedback from parents shows positive comments about the care and education their children receive. They value the time taken to help children settle in at the setting. They appreciate the information relayed to them via the online application.

Leaders have strong links with the accommodating school. Children are welcomed into the school environment and able to engage in school events. Leaders work closely with school staff to ensure that children are able to transition seamlessly to the next stage in their learning.

Children who are to attend other schools are prepared well with the necessary skills they need. Staff prepare transition reports to ensure that all information about children's needs is communicated.The setting accurately evaluates its service.

Feedback is sought from parents, the local authority and the host school. This enables leaders to consider the areas they would like to develop further and the strengths of their provision. Leaders and staff precisely identify the training needs of staff, ensuring that any professional development opportunities make a positive contribution to the care and education of the children.

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 maximise opportunities to extend children's mathematics skills during everyday activities promote children's understanding of healthy eating to improve their knowledge and support the development of healthy habits.

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