The Willow Children’s Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are warmly welcomed into this inclusive setting.

They settle well and benefit from long periods of time to fully engage in their play and learning experiences. Many children have a wide range of additional needs, and staff skilfully support all children to make good progress. Children's individuality is celebrated and staff build on children's home experiences as they interact with them.

Staff's knowledge of their key children feeds into the well-planned curriculum, which children enjoy.All children's communication and language development is promoted well, including children with special educational needs and.../or disabilities (SEND) and those who speak English as an additional language. Staff embrace various communication techniques, including sign language, visual prompts and simple gestures.

From a very young age, children use these to communicate with staff. For example, babies use signs to explain that they are hungry.Children's behaviour is good.

Staff draw on a range of approaches to manage children's individual needs. They amend and adapt their practice throughout the day to match children's requirements at that time. Staff create a calm environment.

They are patient and caring and show a high level of respect for children. Children are taught to be independent in their play, learning and self-care. This gives them the key skills they need for their next steps in life.

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

The provider has recently changed senior leaders within the organisation, which was not communicated to Ofsted as required. However, leaders and managers work together as a team to constantly reflect on their setting and implement new ideas to support children's best development. They have a good vision for the setting and know the strengths and areas to develop.

Consequently, the breach in requirements has not affected the quality of the childcare provided.Children develop a love of books in the setting. Staff focus on core books for each age range.

Children build on their knowledge of the story to act out key phrases and events in the story. For example, after listening to the story of 'We're Going on a Bear Hunt', children collect a bear from the 'cave' to join them in the mark-making area. They explore sticking mud and grass on their pictures.

Staff support the whole family of the children in their care. They help parents with translating key messages and phone calls and ensure that they receive all the extra help they need. Parents feel very well supported and know that their children are safe and developing well.

They comment that staff are warm and welcoming and the managers are adaptable to meet their range of needs.Staff support children's healthy lifestyles. For instance, children enjoy plenty of daily exercise outside in the vast garden space.

Staff provide nutritious meals and snacks, which children have regular access to. They promote good oral hygiene habits through daily toothbrushing after lunch. This helps children to understand the importance of looking after their bodies.

Staff have recently implemented a rolling snack time routine to encourage children's independence skills even further. However, staff are not always deployed effectively during these times to support younger children and children with SEND to develop their self-care skills further.Children, parents and staff are very well supported by the highly qualified and experienced special educational needs coordinator (SENCo).

She creates good relationships with all professionals. Staff provide quiet spaces for children to use when receiving specialist support from their key person or other professionals. This benefits children who need targeted support.

Activities are well thought out and provide suitable challenge for children, which extends their learning. Staff have high expectations for the children. For example, babies make their own sandwiches and use knives to spread and cut their sandwiches.

When children find some seeds in their tomato, staff extend the activity and encourage children to use a magnifying glass to look at the seeds. They decide to plant them in the garden to see if they grow.Staff's training is promoted in targeted areas, such as communication and language development.

Staff implement new ideas in a timely manner, and this has a positive impact on children. However, managers do not always check that all staff have understood the information gained from training to enhance their practice to a higher level.

Safeguarding

The arrangements for safeguarding are effective.

Staff are aware of the possible signs of abuse and what to do if they have any concerns about children's welfare or the conduct of a member of staff. Managers have strong knowledge of a range of safeguarding issues, such radicalisation and county lines. The building is secure, and daily risk assessments ensure that children are kept safe.

Managers follow a robust system when recruiting staff to check that they are suitable to work with children. Safeguarding policies are in place, and information is displayed so that staff know who to contact if they have any safeguarding concerns.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support younger children, including those with SEND, to extend their self-care skills during routines, such as snack times monitor and check staff's understanding following training to enhance their practice to a higher level.

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