Reason and focus for visit
The purpose of this visit is to explore and understand the setting’s approach to the monitoring of the quality of provision, sample elements of the Safeguarding and Welfare Requirements audit (SAWR) and consider the setting’s place within the self-evaluation and improvement planning processes. The SAWR audit and Inspecting Safeguarding audit is shared prior to the visit and it is the provider’s responsibility to initiate a professional discussion where there are any questions related to the safeguarding and welfare requirements.
The audit confirms all requirements are being met.
“The children have access to the most interesting and curious resources that are full of awe and wonder and effectively and consistently promote the characteristics of effective learning. In every area of the nursery these resources are presented with thought and consideration to capture the children’s interest and encourage imagination. The staff team are extremely resourceful and see the potential and learning opportunities in a range of real and natural items”.
“Maths and literacy are consistently promoted across all areas of the nursery, pockets of interest, for example bees or fairies, include relevant books, props and mark making resources. The construction area includes items of different sizes and weights with tools for measuring and weighing, along with mark making resources. The home corner has been extended and includes a kitchen area, seating and a dressing table, again books, maths and mark making resources are evident”.
“The children display high levels of involvement, and their behaviour is exemplary. Children confidently access the range of resources and activities available to them and demonstrate respect for each other and the environment. The manager explains how the settings ethos embeds the importance of looking after and respecting the resources, for example at the end of the day all dolls are dressed and put down to sleep rather than packed in a box”.
“The children’s interests inform the settings in the moment approach to planning, the manager admitted this has not been without its challenges as practitioners adjust to the less formal and more reactive way of supporting the children’s learning. Practitioner’s commented it is enabling them to spend more time with the children and they are free to extend and explore in more detail the children’s interests”.
“During the visit a child expressed an interest in making a parachute, the practitioner used appropriate questions to enable the child to select the resources he wanted to create the parachute. The child was then observed explaining to his peers how he made the parachute; the practitioner later explained that she had encouraged this sharing of information to promote the child’s confidence and language. As more children expressed a wish to make a parachute the practitioner approached each one as if it was the first, asking what resources they needed, how long did their string need to be, making no assumption that each one had to be the same”.
“Practitioners consistently display high quality teaching, demonstrating the characteristics of effective teaching. Practitioners speak confidently about the settings intent and how individual activities promote learning, they can also offer examples of how being able to plan in the moment has led to relevant and effective learning opportunities”.
“British Values are promoted, for example the ‘children’s committee’ meet to identify what they like and what they would like to see at the setting, enabling them to contribute positively to their nursery experience. Different shaped and coloured pebbles are one example of how children are helped to celebrate similarities and appreciate difference”.
“Mealtimes are an opportunity to promote social interactions; snack is available throughout the morning for children to join the small group of three children and one adult. Children can choose a whole piece of fruit if they wish and will peel it if need be. They pour their own milk and clear their plate and peelings”.
Lunchtime is staggered enabling the children to choose when they join. Parents can provide a lunchbox or the children can have a hot meal cooked by the school on the same site. The table is laid by the children and includes a tablecloth and flowers, china plates are provided for those bringing a lunchbox.
The Education People
Early Years & Childcare Service
Improvement & Standards
Advisor : Tracy Howard
27 April 2022
