Developing positive attitudes to learning

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A caring and supportive atmosphere with consistent routines and clear rules for behaviour help make Sticky Fingers Nursery a positive and friendly place to learn.

Number of pupils: 19
Age range: 2-4
Date of inspection: 19-20 April 2016

Information about the setting

Sticky Fingers is a privately owned setting that meets five mornings per week in a rural village hall on the outskirts of Raglan, in Monmouthshire.  There are five permanent members of staff including the setting leader, who is the responsible individual.  The setting is registered to take up to 19 children.  It provides sessional day care for children from two years old every morning, and wrap around care for children up to eight years old for three afternoons per week.

Context and background to sector-leading practice

Sticky Fingers is a caring and supportive community where practitioners understand and value the importance of good quality relationships with the children attending the setting.  Practitioners begin each session with a warm welcome for children and parents.  This ensures that children enjoy coming to the setting and settle quickly and confidently.  All staff spend considerable time observing children and getting to know them well.  Initial observations at the beginning of the academic year highlighted that very few children were able to follow routines or regulate behaviour appropriately for their stage of development.  Practitioners identified that they would need clear and consistent routines, including rules for behaviour to help the children make the most of their time at the setting and develop positive attitudes to learning.

Description of nature of strategy or activity identified as sector-leading practice

All practitioners provide effective guidance and support to enable children to develop respect for themselves, others and the environment.  The practitioners believe that it is important for children to be fully involved in the rule making process.  They felt that involving children would help them understand the expectations for behaviour better, and that giving them joint ownership of the rule making process would increase their self-esteem.  The setting planned group times to discuss aspects of the nursery day, to talk about activities and resources, and to think about how they could look after themselves, each other, and the environment.  The children were keen to contribute to this initial process and decided on the most important rules, giving clear reasons for these.  Some children felt that it would be a good idea to record rules as reminders for all to follow.  Practitioners supported the recording process, using a variety of methods including mark making and photographs.  Children were enthusiastic about explaining the setting’s rules to staff, each other and visitors to the setting.  They were able to explain the reasons for the rules and behaviour expectations and to discuss their involvement in the process well.

What impact has this work had on provision and learners’ standards?

Nearly all children are now able to follow the setting’s routines and rules confidently.  This has had a positive impact on children’s achievements and their self-esteem.  There is a co-operative ethos in the setting and children are willing to join in all activities.  Children are able to monitor their own behaviour and that of their peers.  There are now very few low-level behaviour issues effecting children’s enjoyment and learning.  Parents and visitors regularly comment on how well children behave in the setting.

The setting has recently revisited the children’s Foundation Phase Profiles and scores in ‘behaviour regulation’ are consistently above average, showing excellent progress.

The setting is continuing to develop this process and children are keen to extend ownership of its rules to areas of continuous provision.  For example, a climbing frame was set up with slide attachment to support physical development indoors.  With support from practitioners, the children discussed and decided upon appropriate behaviour for using the equipment.  Children used their mark making skills to produce a sign to remind them of the expectations whenever they used the climbing frame.  Once this was in place, staff observed the children referring to the sign and monitoring their own behaviour successfully when using this area.  The setting intends to continue to extend this process across all areas of provision as opportunities arise.

How have you shared your good practice?

The setting has shared its good practice through the regional consortium, which in turn shares information with other settings through professional development events and by using social media.