Quality of teaching, learning and assessment is good
The organisation of group activities provides a high level of support for less-confident children, helping them to engage and sustain concentration. Staff skilfully ask questions to develop children’s thinking and problem-solving skills. They consistently allow them the time to think and respond. Staff observe children during their play and make accurate assessments of their development. They use this information to plan individual next steps for children’s ongoing learning. Staff interact in children’s play, extending their ideas to help them embed knowledge and skills. Children explore mixing a variety of materials, such as sand, water, pine cones and conkers, as they engage their imagination while playing in the mud kitchen. Children busily make pretend cups of coffee or thoroughly enjoy stomping in the low-level water tray. Older children gently remind younger ones about wearing wellington boots to stop their feet getting wet. Staff use a variety of ways to promote children’s communication and language development, including those children who speak English as an additional language. For example, children sing familiar nursery rhymes and use picture cards to help communicate their needs.
Personal development, behaviour and welfare are good
Children form strong bonds with staff. This helps to support their emotional well-being and gives them the confidence to explore their environment. Staff give children plenty of praise and encouragement to promote their self-esteem. Staff promote children’s independence well. For example, children pour their own drinks and self-register by placing their name card on to the registration board. Staff work closely with parents to include them in their child’s learning. Children enjoy daily opportunities to play outside in the fresh air. Children are supported by staff to keep themselves safe as they use a wide range of equipment.