Summary
- The provision is good Children are busy, active learners in the safe, accessible learning environment.
- They are curious and encouraged to test out their ideas and be independent.
- Staff allow children to fol ow their interests and are there to offer support to extend the learning experience.
- Staff understand the importance of allowing children time to practise and hone their skil s, to be secure in their knowledge.
- The curriculum is ambitious and sequenced to build on what children know and can do.
- It is flexible to incorporate children's current interests so that it is meaningful and enjoyable for children.
- Staff talk confidently about their key children and about the skil s they are focusing on and why.
- They share this information with parents and give them ideas of how they can build on this learning at home.
- During the COVID-19 (coronavirus) pandemic, staff worked wel , in partnership with parents, to continue to provide learning experiences for children.
- This included sending home learning packs with suggestions of activities and useful websites.
- They encouraged families to share photos of things children had enjoyed or made at home and delivered live story time sessions.
- When children returned to the setting, staff prioritised children's social and emotional development and helped them to settle back into familiar routines at their own pace.
- They provided children with opportunities to talk about how they were feeling, recognising children's different emotional responses to returning.
- What does the early years setting do well and what does it need to do better?n Staff understand the skil s children need to acquire next to sequence learningand build on knowledge and skil s.
- Overall, staff reflect wel on their practice and consider the different ways they can continue to motivate children to learn.
- However, in the toddler room, staff are not always alert to children who, at times, are less engaged in purposeful play, nor do they explore the reasons for this.n Babies have secure attachments with staff who understand their needs.
- Staffrespond wel to children and follow their lead when they show that they want to try new skil s.
- For example, children wanting to drink from cups without lids.
- They model how to hold the cup correctly and praise children for having a go.n Activities capture children's interest and imagination.
- Babies enjoy playing withfeathers.
- They watch with anticipation as coloured feathers are released from clenched hands and enjoy watching them fall.
- They blow them off their hands, understanding they have made this happen through their actions.n Pre-school children persevere wel on tasks, concentrate, and are motivated tolearn.
- They use tongs to pick up different items at the nature table and skilful y transfer them into bowls.
- They challenge themselves to sort all the acorns,
Extract from latest Ofsted Report.
Overview
Manager
Not yet updated
Owner
Future Einsteins (Churwell) Limited
Provider type
Childcare on Non-Domestic Premises
Provider subtype
Full day care
Local authority
Leeds
Parliamentary Constituency
Morley and Outwood
Education Stages
Year Founded
05/8/2018
Education Provision
Education Stages
Nursery / Early Years
0 - 3 year olds
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Staff Information
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Total number of staff
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Number of support staff
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Ofsted
Breakdown of Ofsted Rating: 05/10/2021
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