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This provision is good • Managers reflect well on the provision and monitor staff to make sure they have opportunities to develop skills and continue their professional development. Recent training on planning has supported staff in providing engaging activities that meet children's interests well.
Children make good progress in their learning. • Staff have strong relationships with parents and regularly share information with them about children's learning, including through daily talks at the start and end of sessions, parents' meetings and children's online learning journals. Children benefit from consistent experiences in the setting and at home that support their development... well.
• Children's behaviour is exceptional. They support each other extremely well, readily sharing toys and resources, or playing cooperatively in role play. Staff are excellent role models, offering well-timed reminders about sharing and consistently praising children's efforts.
Children are highly confident in their interactions with others and have superb self-esteem. • Key persons make accurate assessments about children's achievements, monitoring their progress well. They quickly recognise when children may need extra support.
All children, including those with special educational needs and/or disabilities, make good progress in their learning. • Staff provide highly stimulating play spaces for the children indoors and outdoors. They make sure all equipment, toys and resources are readily accessible to the children.
Children are superbly confident in making decisions about what they want to play with and concentrate extremely well on self-chosen activities. • Staff sometimes miss opportunities to engage other children in activities, as they are concentrating on the children they are working with. • On occasions, staff miss that children are finishing tasks, such as hand washing, and start the group snack time without them.
