TARQ’S ARQ Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

All children feel safe and included. On arrival, staff greet all children by saying 'Hello friends'.

Children answer back with the same. When children leave, all their friends wave goodbye. Children have a strong sense of belonging.

For example, babies find their photo and stick it on the wall. They tell staff the names of their friends who are already on the wall. Babies love learning everyone's names and they feel at home.

There is an ambitious physical development curriculum in place. Staff follow children's interests and provide different levels of challenge for children. For example, toddlers and pre-scho...ol-aged children want to ride a bicycle.

Staff provide tricycles, scooters, balance bicycles and pedal bicycles. Staff support children to improve their spatial awareness and riding skills using this range of equipment at their own pace. Toddlers and pre-school-aged children move on to the next level when they are confident and ready.

Babies develop their core and upper body strength. They climb up and down small ramps and crawl through tunnels. All children develop good self-esteem and are proud of their accomplishments.

Leaders organise visits to a local community centre and broaden children's knowledge about where they live. Toddlers and pre-school-aged children sing songs to visitors there. They learn about road safety on the way and know they must hold hands with each other and staff.

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

Staff develop babies' communication and language skills effectively. Babies enjoy listening to the rhythm and rhyme of songs. Staff play a guitar to them.

Babies sway to the music and show high levels of well-being. Staff adjust the speed of the songs so all babies can join in. Babies successfully build on their vocabulary.

They bring role-play items to staff and name them. Staff repeat these words back to reinforce babies' pronunciation.Children are resilient.

Toddlers request to ride a balance bicycle in the garden. Staff help them to put a safety helmet on. Toddlers make many attempts to stay upright and persevere until they succeed.

Pre-school-aged children request to play with hula hoops. They show determination to roll them around without falling. Staff play alongside and help them to achieve their goal.

Staff teach pre-school-aged children about mathematical concepts effectively. They lay out a range of objects and ask the children to compare the size of the objects. Pre-school-aged children concentrate and work cooperatively together.

They decide which one is the 'biggest' and 'smallest' and line them up in order from big to small.Staff support children with special educational needs and/or disabilities (SEND) well. They use visual aids to help children with SEND understand when it is time to do something different.

For example, staff show traffic light cards and objects of reference to children when it is time to change their nappy. This eases transitions for children with SEND and meets their needs effectively.Staff help toddlers to wash their hands before they eat.

Toddlers say that this makes their hands 'nice and clean'. However, staff do not always support toddlers to become more independent, to better prepare them for their next stage of learning. For example, staff lay the table for snack and hand out the fruit to toddlers.

Although toddlers are able, staff do not request toddlers to join in with these tasks to develop their independence skills further.Parents comment highly on the secure relationships their children have with staff and their friends in the setting. They value the experiences that their children have such as visiting the park, library, or watching aeroplanes take off from a nearby airbase.

However, staff do not consistently share children's next steps of learning with parents to further support their learning and development outside of the setting. For example, not all parents know what their children are working on next so they can continue this learning at home.Leaders identify opportunities for staff's professional development and support them to improve their practice.

Recent training for pre-school staff on mathematics in the curriculum has had a positive impact on their teaching. For example, staff include references to mathematical concepts and numbers throughout the day. As a result, pre-school-aged children use more mathematical language in their play.

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 toddlers to become more independent, to better prepare them for their next stage of learning share children's next steps of learning with parents to further support their learning and development outside of the setting.