Staff show a good awareness of the DfEE's 1994 Code of Practice on the Identification and Assessment of Special Educational Needs and they provide resources which support children of a variety of cultural and linguistic backgrounds. Appropriate challenges for children are set in all areas. Time and resources are used well overall to foster children's interest and involvement, although there is some limitation on the use of resources to support and challenge some aspects of physical development. Staff are adept at providing a well balanced programme, managing behaviour very positively and organising play so that children's initiative is fostered well. Very good support is given to children's language and social skills.
Staff have excellent relationships with children and they are very sensitive in their approach.
This ensures that a secure and supportive routine is provided. Regular observations and assessments are undertaken with staff showing a good knowledge of individual children. However, although clear records show progress in some aspects of communication, language and literacy, mathematics and personal, social and emotional development, detailed records are not kept for all of the six areas of learning. The quality of the partnership with parents and carers is good overall with parents playing a significant role in the successful promotion of a very good quality learning programme. They have many opportunities to come into the group and to be involved in their children's learning, for example, by playing the piano during singing time.