Pathways Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children receive a warm welcome on arrival.

They benefit from a wealth of choice in their environment to guide their own learning. For example, children develop their imaginations as they pretend to read their doll a story. Staff use children's interests to positively contribute towards the experiences they receive.

For example, when children show curiosity about the food they eat, staff plan opportunities to introduce new food. This helps children to develop positive relationships with food. Children develop good self-help skills.

For example, they wash their own hands using warm water. Older children know th...is will remove the germs. Children behave well.

For instance, older children learn to queue behind their peers when waiting to use the sink. This helps to promote respect for others. Babies exercise their physical skills as they move freely around their environment.

They engage in sensory activities, such as 'porridge play' where they explore the porridge with a spoon. This helps babies to develop confidence in their physical skills to later feed themselves. Children feel safe and secure enough to participate in group activities, such as the morning group time.

They develop good self-esteem as they fully immerse themselves into the songs they enjoy. Staff celebrate children's achievements and contributions. For example, when children with limited language ask for a paper towel, staff highly praise them.

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

Staff know children extremely well, including children with special educational needs and/or disabilities. They use observations and assessments to identify children's needs and plan next steps which focus on developmental gaps. For example, staff invite visitors into the setting, such as sports teachers, to help enhance children's physical skills and mental health.

This helps children to make secure progress in their learning.Children settle well. For example, younger children develop a sense of belonging as they see their family photos on display.

Older children draw the important people in their lives to create a 'family forest display'. As a group, they discuss their families to develop a positive view of culture and diversity.Children benefit from positive interactions with staff to support their emotions.

For example, children take part in a 'mini mindfulness group' where they focus on their breathing and listening skills. Staff quickly identify when children start to become frustrated and they offer them a 'soft toy' to hug. This helps children to regulate their emotions and understand how others feel.

Communication is weaved throughout the curriculum. For example, older children explore the sounds the, 'crunchy grass' makes. They move around the frozen garden in a variety of ways, pretending to be on a bear hunt.

Staff ask children questions to find out what they know. They introduce new words to children to extend their vocabulary. However, at times, staff use words, such as, 'doggy' and 'shush' instead of the correct words or alternative phrases to reinforce children's vocabulary growth.

Children's key persons work well in partnership with other professionals to support children's transitions to school. For example, they organise opportunities for teachers to meet the children and for children to attend events at their school. This helps to promote children's confidence ready for the next stage of their learning.

Furthermore, staff ensure teachers receive information about children's progress so they know what children currently know and can do.Children's outcomes are enhanced because staff work closely with parents. For example, parents regularly receive information about children's learning.

Staff share resources, such as cookbooks, with parents to further guide their children's learning at home. However, some of the information shared with parents on the setting's website is not always clear or accurate. This does not help parents to fully understand how the setting is organised.

Staff greatly benefit from regular meetings to share knowledge and future objectives for teaching and learning. The manager works across both buildings to support staff supervisions and conduct peer observations. This helps her to monitor the quality of practice and effectively prioritise training.

Staff pride themselves in how well the setting did through the COVID-19 pandemic to ensure all children in the community received their education entitlement. The headteacher at the host-school highlights the importance of the service that the setting provides for the community, especially during the pandemic.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff demonstrate a secure knowledge of child protection. They understand the correct procedures to follow should they have concerns about a child's welfare. Staff are confident to whistle-blow should they have concerns about another member of staff.

They conduct daily risk assessments indoors and outdoors, and respond appropriately to protect children. For example, they teach children about the dangers of ice and how it can be slippery. This helps to keep children safe during play.

Staff attend additional training to enhance their knowledge of safeguarding, such as 'safer sleep training'. They share their knowledge during staff meetings to strengthen policies and procedures, to ensure everyone is aware of their role and responsibilities to safeguard children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove teaching techniques to ensure children continuously hear effective communication and vocabulary to further develop their language skills review and enhance the information shared with parents to ensure it is clear and accurate.

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