Whytebeams

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff are friendly and cheerful in their interactions with children. They work well as a team to provide a positive environment in which children settle well and thrive. Children show that they are happy, as they are eager to share their play experiences with staff and their peers.

For example, young children say to staff 'will you come to the farm with me?', and they have fun as staff join in their imaginary play. Older children are eager to play with their friends. Staff encourage children's interactions with each other as they make flower bouquets using role-play resources.

Staff promote opportunities for children t...o build on their physical skills. Children learn to walk safely on the balancing beams and they stretch their arms out to balance. Staff teach them to use 'walking feet' indoors.

Children behave well and develop an understanding of rules and boundaries.The provider has high ambition for all children, including those with special educational needs and/or disabilities (SEND). Overall, the curriculum helps to support individual children's progress from their starting points and prepare them for next stages in their learning.

Children who speak English as an additional language gain confidence in communicating with their peers.

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

The provider ensures that there are sufficient staff to meet the ratio requirements. They ensure that staff deployment is effective to meet children's needs, and the premises are safe for children's use.

They have reflected on and improved the procedures to share information with the parents, particularly in relation to any accidents at the setting.The provider monitors staff practice regularly and ensures that they receive training and support to deliver quality learning experiences for children. Key persons know individual children well and identify meaningful next steps in children's learning.

However, some aspects of curriculum planning and delivery are not fully embedded to enhance outcomes for children across the provision.Staff provide exciting opportunities to stimulate children's creativity. They introduce children to experiments that help them to learn about colour mixing.

Children learn to make a 'colour monster' with paints. Staff teach children to 'squeeze the bubble' to release paint from a pipette, and to 'blow' paint using a straw to make marks on paper.Staff skilfully promote children's vocabulary.

During book reading activities, they encourage children to remember and recall what they have learned. Young children know that a baby sheep is called a 'lamb' and not a 'kitten'. Staff introduce children to prepositions, such as 'on' and 'under'.

They provide opportunities for children to explore the meaning of these words through play.Staff are good role models. They provide clear guidance and support to help children understand what is expected of their behaviour.

Children understand the routines at the setting. For example, they form a queue and wait for their turn to wash hands before snack time.Staff introduce children to celebrations around the world.

They provide opportunities for children to show and tell their friends about an object of interest, which they bring from their home. However, they do not provide consistent opportunities for children to explore books and resources that reflect the diverse world and what makes them and their families unique.Staff work closely with parents to help children learn to make healthy choices.

They provide healthy snacks for children and teach them hygiene practices, such as washing their hands at appropriate times.Staff are supportive when children explore new skills, such as learning to use a hole puncher. They use these opportunities to support older children to learn to follow verbal instructions and complete the task.

They praise children for their achievements. Children build confidence in their abilities.Parents provide highly positive views about the staff and the key-person system.

They state that their children have settled well. Key persons of children with SEND work closely with parents to meet the needs of individual children. Partnerships with other professionals are strong.

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: nincrease opportunities for children to extend their understanding of the diverse world and what makes them and their families unique strengthen staff's skills to embed the consistent planning and delivery of the curriculum across the provision.