Mother Hen

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The provider has made some improvements since the last inspection.

For example, they have strengthened their curriculum, so that most children have access to activities and interactions that focus on what they need to learn next. However, not all children share this experience, particularly those with special educational needs and/or disabilities (SEND). Although managers continue to work with the local authority to make the necessary improvements, this work is still within its infancy and will need time to embed.

This means that not all children receive the support they need to make sufficient progress from their startin...g points. This has an impact on their future outcomes. Children's behaviour is variable.

Staff do not respond to children's behaviour with consistency. Some staff help children understand the consequences their behaviour has on others through sensitive discussions. For example, during conflict, staff listen to both children's views before helping them find a solution.

However, not all staff take the time to explain to children why rules are important. This means that some children repeat unwanted behaviour, as they do not gain a secure understanding of what is expected of them. This does not enable children to make consistently good choices.

Overall, children enjoy their time at the setting. They greet their friends with a big smile and enjoy spending time playing with, or alongside, their peers. Staff are sensitive and kind when children are upset or in need of reassurance.

They get down to the child's level and validate the child's feelings before finding out the cause. This helps some children feel that their feelings are valued. However, the weakness in other areas, means that not all children receive consistently good interactions that fully support all children's emotional security.

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

There has been a significant change in management since the last inspection. Although managers are still getting to grips with their new roles, they demonstrate a good understanding of the areas that require further development. This includes continuing their work with the local authority to improve the provision for children with SEND.

Managers work closely with staff to identify training needs that promote the safety and continuous improvement of the setting. Staff have access to a new training programme that focuses on key areas, such as safeguarding. This has a positive impact on children's safety.

The support children with SEND receive to develop their communication skills is variable. Some staff use children's love of rhymes to help them practise new words. For instance, they sing children's favourite songs before pausing, allowing the child time to add the next word before continuing, praising their efforts.

However, not all staff use communication aids regularly to help all children communicate their needs in appropriate ways. This causes some children to become upset and frustrated, which impacts on their behaviour, attitudes, and enjoyment. Children with SEND do not catch up with their peers within reasonable timescales.

Staff introduce new concepts, such as mathematics, during children's play. This helps children develop some of the skills they will need for their next stage in learning. For example, staff engage in children's imaginative play as they make and sell pretend ice creams.

Staff ask children to decide on a value for their ice cream before modelling counting in sequence when paying for their purchases. This helps children practise their counting skills, while learning that number has value.Staff provide children with opportunities to learn about living things, as they play in the garden.

Children show an interest in making insects out of bricks. Staff use discussion to test what children already know, before extending their knowledge further. For example, staff encourage children to identify the body parts of a fly and compare these to their own bodies.

Children learn that flies have five eyes to help them see really well. This helps children to make connections between themselves and the world around them.Children develop their physical skills during their time at the setting.

For example, staff use children's interest in football to strengthen their coordination. Staff use crates in the garden to form goals and encourage children to perfect their aim, as they kick the ball through the goal from varying distances. This helps children develop positive attitudes towards sport and staying active.

Staff have made improvements to ensure children's health and safety. For example, children have access to fresh drinking water throughout the day. Staff remind children to drink regularly to keep their bodies hydrated.

Recent changes to staff deployment mean that children's safety and supervision needs are met. Managers monitor child supervision regularly to ensure the improvements are sustained.Parents receive regular information about their children's care and learning.

For instance, parents have access to daily information about staffing, menus, and the daily activities on offer. Staff create a two-way flow of information between the setting and home, using communication books and daily face-to-face handovers. This enables staff to share key pieces of information about children's progress and allows parents to talk to their children about their day.

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 meet the requirements of the early years foundation stage, the provider must: Due date ensure staff respond to children's behaviour with consistency, helping children to make good choices by understanding why rules are important 30/08/2024 further improve the arrangements for supporting children with special educational needs and/or disabilities (SEND), that includes working in partnership with other professionals so that timely assessment and referrals are made, and effective support is put in place 30/08/2024 improve the quality of interactions and activities on offer to ensure children with SEND have access to good-quality learning opportunities that focus precisely on what they need to learn next.

30/08/2024