Wellbeing

“Children are especially settled and extremely happy to attend the setting. This is because staff fully recognise and support their individual needs.

They develop secure and affectionate relationships with their friends and staff alike. They feel safe and speak with confidence as they know staff genuinely value their views and ideas. These strong relationships support children to confidently make choices and participate positively together in their play. Children are very familiar with the routines; this adds to their sense of belonging.

Staff are gentle, kind and nurturing towards the children. Staff always act as positive role models through respectful, friendly interactions with each other and children.

Children have many opportunities to develop their independence skills…[and are]…highly motivated to follow their own interests and sustain their play. For instance, older children thoroughly enjoyed playing outside in the dark with torches and bubble mixture. They positioned the spotlight on the formed bubble, watching which direction it went in the breeze. They were fully immersed in the awe and wonder of the activity.

Children are completely absorbed in their play. They benefit greatly from a range of open-ended, authentic resources which facilitate endless possibilities in their play and learning. Activities and resources provided promote their holistic development.

Staff have good relationships and communicate well with each other. Staff work in collaboration with the onsite school staff such as the school’s pedagogical mentor who holds reflective sessions with the leaders, to collaboratively identify further learning opportunities for the children and staff

The setting’s positive learning policy promotes strategies which help children to regulate their own behaviour and promote their self-esteem. We saw staff implement these strategies skilfully, using gentle tones, recognising when to step in quickly and re-direct children. They also use lots of praise to reinforce positive behaviour.