St Christopher’s Robins

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children respond well to the high expectations set for their learning. They are keen to join in with games and watch with wonder as they discover new things. For example, they eagerly call others over to look at the 'wriggly worm' they have found in the sand.

They enthusiastically chat about the other creatures they might find if they carry on exploring. Children, including those who speak English as an additional language, use their acquired knowledge to contribute confidently to discussions. For example, they draw on their understanding of numbers to talk about how old they are compared to other members of their family.
<...br/>Since the COVID-19 (coronavirus) pandemic, children have adapted well to coming into the setting without their parents. They happily hang up their belongings and settle with ease. Their behaviour is very good.

They show that they are proud of themselves when they seek out the staff to share their achievements. Two-year-old children show increasing resilience and self-control when they are involved in minor disagreements. For example, they find another toy for a friend to support them to share.

Children are happy, safe and have plenty of comfortable spaces to relax in to meet their needs.

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

Overall, the manager and staff provide a well-planned and exciting curriculum that meets children's learning and developmental needs. They use the information parents provide when their children start at the setting, such as the languages children speak at home, to support children's learning even further.

Staff recognise that some children need extra support with their speech and language development. They provide good narrative during children's play to describe what they are doing. Some staff are very skilled in the use of sign language and use this to enhance interactions throughout the session.

Children who speak English as an additional language respond particularly well to this and quickly learn to respond to questions and instructions.Children have a broad range of experiences, which help them to learn about people and communities beyond their own. For example, when children bring in photos from a family trip to Egypt, staff use this to inspire discussions about different cultural practices.

There is strong focus on helping children to recognise and appreciate their similarities and differences during whole group activities.Parents speak very highly of the dedicated staff and the care their children receive, including during the COVID-19 local restrictions. Staff use technology well to keep parents up to date about their children's care routines and learning.

They hold informative sessions for parents to share their expertise, particularly around supporting children's speech and language at home.Staff help children to learn about aspects of a healthy lifestyle, such as learning about healthy food and practising daily toothbrushing. In addition, children benefit from plenty of outdoor play to help support their physical well-being.

However, staff do not always make sure that the provision for children's physical development is challenging enough. For example, children are not consistently supported to engage in robust physical activity to help enhance their spatial awareness, coordination and agility.Children are cared for by a well-qualified and experienced team.

Supervision sessions and staff meetings are used to discuss and identify gaps in staff's knowledge and any training needs. The manager regularly speaks to staff about their well-being and how they feel about their work. She offers support and motivational activities to help staff to be involved in making decisions and shaping the curriculum.

Staff explain that they feel highly valued and supported in their professional development.The manager and staff ensure that children are provided with safe, clean and comfortable surroundings. They carry out daily checks of the indoor and outdoor spaces and equipment, ensuring that any safety issues are quickly minimised.

They use the available space well to support children's learning, including a quieter corridor for focused speech and language activities.

Safeguarding

The arrangements for safeguarding are effective.All staff undergo thorough checks to ensure they are suitable to be in contact with children.

The manager is committed to ensuring the staff maintain a good understanding of their duties in safeguarding children. Staff read about local safeguarding issues and discuss these at staff meetings. This helps them to know when a child may be at risk of harm and what they must do next.

Relevant information is passed on to parents to help raise their awareness of the risks when children access online activities. For example, staff show parents how to set parental controls on the devices their children use at home.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the curriculum for physical development to ensure staff maximise opportunities for children to develop their spatial awareness, coordination and agility.