Early years self-evaluation form

Transcription

1 Early years self-evaluation form For provisions on the Early Years Register Age group: Birth to 31 August following a child s fifth birthday Published: September 2015 Reference no: Please leave blank for Ofsted use EY Self-evaluation form

2 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone , or enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or psi@nationalarchives.gsi.gov.uk. This publication is available at Interested in our work? You can subscribe to our website for news, information and updates at Piccadilly Gate Store Street Manchester M1 2WD T: Textphone: E: enquiries@ofsted.gov.uk W: No Crown copyright 2015

3 Contents Introduction 5 Completing this form 6 Part A. Setting details and views of those who use the setting 6 Section 1. Your setting 6 Section 2. Views of those who use your setting and who work with you 8 Part B: The quality and standards of the early years provision 10 Section 3. Effectiveness of leadership and management 10 Section 4. Quality of teaching, learning and assessment 13 Section 5. Personal development, behaviour and welfare 15 Section 6. Outcomes for children 17 Section 7. The overall effectiveness of the early years provision 19

4 Setting name Setting unique reference number Setting address Wishing Well Day Nursery Oakfields Road West Bridgford Nottingham Postcode NG2 5DN Completed by (name and role) Diane Westley Manager Date completed APRIL 2016 Page 4 of 20 EYL409

5 Introduction This optional self-evaluation form is for providers on the Early Years Register. You may prefer to record your self-evaluation on a different form, for example: a children s centre self-evaluation form that includes the registered part of your provision a local authority form a quality assurance scheme system. If you submit this form online or send it to Ofsted as part of your planning cycle, the inspector will use it when planning your inspection. If you choose not to send it to Ofsted, or you complete a different form of self-evaluation, please make this available to the inspector at the start of your inspection. Whatever way you choose to record an evaluation of your provision, the inspector will expect this to include: the views of children, parents and any staff or assistants you employ the views of other professionals who may work with you, such as local authority advisers/development workers; health professionals; children s centre staff and any other early years provision your strengths, any areas for improvement and the actions you propose to tackle them. You may find it helpful to use the following to evaluate your provision: Early years self-evaluation form guidance 1 Early years inspection handbook 2 Common inspection framework 3 The Statutory Framework for the Early Years Foundations Stage 4 Early years outcomes. 5 1 Early years self-evaluation form guidance (120342),Ofsted, 2015;. 2 Early years inspection handbook from September 2015, ,Ofsted 2015; 3 Early years inspection handbook from September 2015, ,Ofsted 2015; 4 The Statutory Framework for the Early Years Foundations Stage, DfE, 2014; 5 Early years outcomes, DfE, 2013: a non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years Page 5 of 20 EYL409

6 Completing this form Please make sure that you have completed the setting details at the beginning of the form, including the name of the person who completed it. Please make sure that any additional sheets you might use have the name of the setting and unique reference number (URN) at the top. The form is in two parts. Part A tells us what those who use the setting think of the quality of the provision you offer. Part B gives you an opportunity to evaluate your provision using the same judgements as used by the inspectors. Part A. Setting details and views of those who use the setting Section 1. Your setting In this section, describe the main characteristics of your setting and the culture and backgrounds of the children who attend, including those who have special educational needs and/or disabilities, or speak English as an additional language. Refer to the Early years self-evaluation form guidance, page 5. The Wishing Well Day Nursery opened in May We are registered with Ofsted and are also members of the National Day Nurseries Association. We are registered for 92 children under eight years at any one time. In our last Ofsted inspection the nursery was graded at GOOD. We currently have 190 children on role. Our opening times are :00 Monday to Friday 51 weeks a year. The building is purpose built on two floors with a ramp leading to the main entrance. On the ground floor there are six large rooms. The first floor, accessible via stairs also has another four large rooms, including two large indoor play rooms. There are also two secure outdoor play areas. The community that the nursery serves is a reasonably affluent suburb. Parents of the community have several choices of paid childcare available to them, child minders, playgroups or private day nurseries. There is no nursery school available in this area but there is a school. The school includes a similar social class to the setting. The children attending the nursery are aged between six months and twelve years. They come from various cultural backgrounds such as French, Hungarian, Polish, Asian, Italian, German, Asia, Afro-Caribbean and White. At present, the setting has several children who speak English as an additional language as well as one child identified has having learning difficulties and/or disabilities. The nursery currently has seventeen members of staff working directly with the children fifteen hold a relevant childcare qualification NVQ 2, NVQ 3 or equivalent. Two members of staff also hold a Foundation Degree in Early Years (FDEY) with an additional two working towards a Foundation Degree in Early Years (FDEY), one has a Bachelor of Arts in Early Years (BAEY), and three hold the title of Senior Practitioner. One member of staff is our accredited language lead. In addition there is a full time chef, two cleaners one full time and one part-time. Many of our staff have worked at the setting for a number of years, several for Page 6 of 20 EYL409

7 15 years plus. Five members of staff work in our birth-to-three unit, three are working in the three-fives room, five within the school/holiday club, and the rest support in all areas. The mission statement of the setting is To achieve and implement the Wishing Well motto The Best Possible Care and Education for Your Child the nursery and all its staff will endeavour to meet and improve upon the quality of care and education we offer. The environment of the nursery is inviting and stimulating for the children. All the walls are painted natural. The display boards are low and used to display the children s work by the children themselves and the staff. There are posters displayed around the rooms, in corridors and within the reception areas depicting positive images and multi-cultural aspects of life. All of the children have a symbol attached to their coat peg, and photos of them playing are displayed on the walls with in their room and throughout the corridors making them feel part of the whole nursery. All of the members of staff endeavour to maintain this stimulating and attractive environment by keeping all of the display boards current and providing equipment and activities that interest the children enabling them to learn through play. The nature of the provision on offer is varied and divided between all of the rooms. The threefives and the school/holiday clubs all have free flow environments. These environments offer creative/messy-play rooms, imaginative/role-play rooms, construction areas, book areas and indoor-play rooms. All of these rooms have age appropriate activities to stimulate the children. The birth-to-three unit as a large open plan area which also allows them access to their outside play area. In October 2015 we took the major decision to re-arrange the setting due to the increase in School Club numbers and the reduction in nursery numbers. The School Club was moved to the first floor, and the Scholars brought down to the ground floor. We felt this would benefit the children allowing more space for the children in School Club and provide the Scholars with a more manageable area. Through 2016 the setting will be undergoing major refurbishment of several rooms including toilets, sleep room and all play rooms. Page 7 of 20 EYL409

8 Section 2. Views of those who use your setting and who work with you This section should record: the views of the children who attend your setting and those of their parents or carers the views of any professionals who work with you, especially the local authority, your local children s centre or any health professionals details of any quality assurance scheme you participate in. Include examples of the ways in which you seek views and any action you have taken to improve as a result of those views. Refer to the Early years self-evaluation form guidance, page 6. The Wishing Well Day Nursery endeavours to obtain children s and parents views and opinions on the setting by providing opportunities for them to do so through general chatting with parents and children, via the newsletter, and through the distribution of parental questionnaire. When suggestions are made management consisting of the proprietors, the manager, and deputy manager and if needed room leaders will discuss the request and its practicalities. To ensure that the views of the children and parents are included we have an open mind to any request. When a parent makes a suggestion to the setting we listen and try to accommodate their wishes one example of this was the parent asked if it was possible to have the menu included on the back of the babies night sheet. This was discussed with the appropriate staff and a new format was devised that enabled the menu to be included on the back of all the night sheets. When children make suggestions these are taken as seriously as the parents for example one child asked if it was possible to watch a film during the inset day. Again this was given consideration and it was decided that we would not be able to offer this because we don't have a licence from the Motion Picture Licensing Company we explained this to the child. Within the out of school club the children contribute to the planning staff will ask them what they would like to do and provide the equipment necessary. The children often suggest specific activities for example in a holiday club they asked if they could do challenges resembling I'm a celebrity get me out of here the school club did I m in holiday club get me out of here in which they had various messy tasks to complete. We work closely with our local Early Years Specialist Teacher and other professionals who visit our setting to support some of our children. Recently we had some very positive feedback from one of these professional who said it's been a pleasure today, I go to many settings where the children flock to me for attention but nobody wanted to know me in there today, you have some great staff that obviously play with the children We also attend the local authority meetings that provide a forum for different setting including childminders, schools and private nurseries to get together and support each other with many different aspects of child care. When children leave the setting we are often given thank you cards these are displayed on the wall and in a book in reception for others to read. Parents write very nice comments on how Page 8 of 20 EYL409

9 their child has enjoyed their time at the setting one parent wrote A huge thank you for your brilliant care of xxxx throughout her time with you. We have felt fully confident and at ease leaving her with the wonderful staff, she will miss you all And Thank you so much for everything you have done with xxxxxx during his time there with you. You are all such lovely people and have made the past few years memorable. We have many more cards like these. Additionally several parents have rated our setting on our facebook page In September 2015 all parents were sent questionnaires which also included a section for the children to contribute either in writing or with a picture, the feedback was very positive. Those parents that returned the forms gave very positive feedback, there were no major issues raised or suggestions put forward. But after our change around many parents have said the setting is looking much better. There is a lot more room for the School Club and the Scholars do not look so lost within their new rooms. A few parents did comment on how some areas of the nursery are looking tired, we agreed, the parents were informed that during 2016 the setting was undergoing mayor refurbishment which included the areas they had pointed out. Page 9 of 20 EYL409

10 Part B: The quality and standards of the early years provision This part of the form covers the judgements the inspector will make when evaluating your provision. It is important to have your own judgement about how well you are doing in these areas. Section 3. Effectiveness of leadership and management This section is about the effectiveness of your leadership and management; or if you are a childminder how well you organise your service. It covers: meeting the requirements of the Early Years Foundation Stage and other government requirements self-evaluation and improvement planning performance management and professional development safeguarding the curriculum your vision for the setting partnership working. You should refer to: Early years self-evaluation form guidance, page 7 Early years inspection handbook, page Evaluation My roles and responsibilities as manager in relation to supporting the children s learning are to ensure that all staff follows the appropriate guidelines for the age group they work with under the Early Years Foundation Stage. I also ensure that all activities encourage and support the children s learning in a fun and exciting manner. It is also my responsibility to ensure all the staff are motivated and kept up to date with developing theories and practices so they all have a training programme that we encourage them to take advantage of. In July 2011 I achieved a Foundation Degree in Early Years and I feel that this has improved the setting and continues to improve how we care and educate the children. At the Wishing Well we are always working toward improving ourselves, and taking the nursery forward developing our practice. All members of staff have training plans within their personnel file, staff observations are carried out with the manager, and their Continuous Professional Development (CPD) is recorded with the deputy. There are regular management meetings, senior meetings and room meeting where staff discusses any concerns with the room, planning, and the setting or with particular children, they are also reminded of what is expected of them and from them. A training calendar is in place and members of staff are regularly enrolled on courses relevant to the area and age group they are working in. Page 10 of 20 EYL409

11 At the Wishing Well Day Nursery we support the children s learning through our daily interactions and by providing opportunities that encourage the children to learn and develop. Members of staff work closely with the children in their care, during play they are supported where necessary but at the same time encouraged to try for themselves. The children are making good progress in their learning and development. Members of staff know the children very well, and combined with the key person system and concise procedures for tracking progress means staff accurately plan to meet the children s individual needs ensuring appropriate challenge and support is provided. Members of staff are fully aware of the next steps for each child and record these accurately using 2Simple. Continuous assessment and observations ensures that planed activities are tailored to the interests of the children and their next steps clearly identify starting points and progress children have made, this is used as a basis for future planning. Within 2simple a monthly report is generated and ed to all parents. The report includes photos and any area of achievement that the child has attained throughout the past month. The parents are able to reply to the with any comments or feedback they have on the report or what their child is doing at the setting. Any outside agencies that require access to a child while at our setting are given all the assistance they need, we work closely with them and the parents to offer the child the best support we can. We ensure all key policies are up to date including, equality and diversity, behaviour including bullying, safeguarding and that we protect the children within our care from radicalisation and extremism through the newly introduced the prevent duty policy. Additionally, safer recruitment practices are followed rigorously. As a setting we also promote British values through our day to day activities and planning. Equipment is readily available in every room for the children to choose from and use to extend their play. Members of staff are always vigilant to the direction of the children s play they ensure the necessary equipment is available or will encourage the children to source what they require themselves. This helps the children become independent and confident learners. Opportunities, activities, everyday situations and the free-flow environment help develop the skills the children will need for the future for example the children are encouraged to explore their environment, try out new skills and not to be afraid to fail, problem solving, be independent, speak freely, take turns have empathy towards others plus many more. Our provision is constantly changing in response to the children's needs and interests. An example of this is how we have altered the layout of the setting through the reciting of various rooms, moving the Scholars downstairs and the School Club up to the first floor. The new areas are now much more vibrant enabling good leaning opportunities. The Birth-to-Three as been moved and separated into two sub groups, children up to 2 years of age are now the Explorers and the two to three are the Little Learners. This split enables staff to provide more appropriate age related learning experience to develop the children s learning even further. Page 11 of 20 EYL409

12 Your priorities for improvement Challenge the most-able children during their own play allowing them to reach their potential Develop daily routines that do not impact on the children s play My practice (is): Outstanding: my practice is exemplary Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement Page 12 of 20 EYL409

13 Section 4. Quality of teaching, learning and assessment This section is about the effectiveness of your assessment and teaching mechanisms to ensure that children are showing the characteristics of effective learning. Early years self-evaluation form guidance, page 8 Early years inspection handbook, page Evaluation Planning is based upon the next steps for the children and is carried out by all members of staff within the room for short periods of time throughout the day and within different areas. We evaluate and record what level of development the children are at and provide learning opportunities that are both exciting and educational allowing the children to progress at their own rate but always observant to emerging abilities and interest. If the children begin taking their play in a different direction staff follow this and develop new activities to extend the children s knowledge, skills and learning. When staff are planning and disseminating their activity they always keep in mind the British Values, and ensure they and the activities promote all four areas where possible. Planning is not ridged it is fluid always moving with the children s abilities and interests. We endeavour to have a balance of adult led and child led activities, this is shown through our planning we begin the week by providing an interesting and stimulating environment that is well equipped with the necessary resources to enable staff to obtain the required profile points from the activities on offer. Additionally the environment facilitates the children s learning allowing them to adapt and develop their own characteristics of effective leaning. During the day all members of staff within the setting capture children's achievements via the 2simple app on their ipods. These achievements are then assigned to the child s individual file within the app under their key person s name. Members of staff regularly access their key children s learning records to monitor their progress and development. Once the information is collated the key person is then able to see the next steps for the child, enabling them to plan suitable learning opportunities and activities. Children's communication, vocabulary, comprehension and learning are extended through our many activities and the environment. Signing is used for simple commands such as please, thank you, and more. Staff must always talk to the children in calm and appropriate manner shouting is not allowed at the setting. Adults must be a good role model when communicating with each other. Time is given for the children to respond they are not rushed or cut off open questions are used where ever possible to expand learning any corrections necessary are performed in a gentle manner by repeating what the child said, but correctly. We have a member of staff who is accredited with the language lead and a further three staff who are currently undergoing training for the language lead practitioner. Within every area the children are given the opportunity to communicate either verbally or in the written form. When writing children are asked to explain what they have written and are encouraged to speak about what they are doing. If a member of staff has any concerns about a child's communication skills or any other area of the child s development than we will seek advice from others and provide any additional support needed via the key person, settings SENCO or outside agency. Page 13 of 20 EYL409

14 If a member of staff has concerns regarding safeguarding children they immediately inform a senior member of staff, who will then follow the necessary procedures, contained within the settings safeguarding policy. Parents are encouraged to be involved in their child's learning we have meetings with them to discuss their child's present progress and how we can work together to develop this further, additionally parents are sent monthly reports via the 2Simple app which they are encouraged to respond to. Your priorities for improvement Continue to develop the settings environment to enable more learning opportunities Ensure all staff are aware of the characteristics of effective leaning and how they can be promoted within the settings environment My practice (is): Outstanding: my practice is exemplary Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement Page 14 of 20 EYL409

15 Section 5. Personal development, behaviour and welfare This section is about helping children feel emotionally secure and ensuring children are physically, mentally and emotionally healthy. It is also about ensuring that children are prepared for learning, they attend regularly, and become self- aware, confident learners. You should refer to: Early years self-evaluation form guidance, page 9. Early years inspection handbook, page Evaluation Key persons work closely with the children and parents from the initial orientation through to when the child moves rooms. Some parents have requested a particular member of staff because they were the key person for their other child. All members of staff work with all the children throughout the day but always within the same rooms this enables the staff to develop a close emotional attachment with all the children within their room. Through this attachment members of staff understand the children and how they learn as individuals enabling them to offer each child the best learning experience while at the setting. This in turn enables the children to be relaxed within their environment and with the members of staff who are caring for them which facilitates their learning. Additionally if a child feels happy, safe and secure within the setting there attendance is good. All children are taught primarily through play staff plan the children's learning around the individual child s interests or what the interests of the group are. They are encouraged to be active within their own learning whether it is visually, auditory or kinaesthetically via the equipment, environment, opportunities or activities provided. The children are encouraged to be creative in all areas developing their own ideas with their friends or independently. The children are given confidence to enjoy their learning by means of following their interests keeping them motivated, enabling them to develop positive attitudes and facilitating them to communicate their ideas through their play allowing staff to become familiar with the child s learning needs. We have a strong ethos on promoting a healthy lifestyle we demonstrate this through our choice of healthy snacks and the high quality menu we offer to all the children including the before and after school club. Water is always available to the children within the rooms, which they can ask for at any time. The menu is regularly evaluated and changed to provide a variety of dishes for the children to try. Any child with a particular dietary requirement will be catered for to their specific needs whether they are medical or religious as discussed with the child's parent, key person and/or the settings SENCO if required. At breakfast time the children are given the choice from a buffet style breakfast where they are encouraged to choose what they want to eat. All the children have freedom of choice at snack time they are encourage to have a drink and something healthy to eat. At the main meal times independence is promoted through allowing the older children to serve themselves. Page 15 of 20 EYL409

16 Personal hygiene is promoted constantly, before and after eating the children are encouraged to wash their hands, and after going to the bathroom. The children are also encouraged not to share their food with their friends due to cross contamination. One way we promote food hygiene with the children is during baking activities, we discuss safe handling, preparation, and storage of food in ways that prevent you and others from getting ill. To encourage the children to be active we have regular outdoor play in all weathers, weekly physical activities are also provided such as Busy Feet - inspired fun dance sessions linked to the EYFS that encourage movement. Additional physical activities can also be provided within our indoor play rooms that are planned or of the children's own free choice. When outside the younger children do have the opportunity to access an indoor room enabling them to make the choice to be outside or inside We encourage children to develop habits and behaviour appropriate to good learners by having clear rules in place enabling the children to know what is acceptable and expected of them while at nursery. The children are encouraged to have empathy towards others and develop good relationships with their peers, activities and opportunities are provided that promote these. When the children are approaching a room change we begin the transition process with the parent s permission. Firstly, the child will have a visit in to their new room along with their present key person who will introduce them to their new key person. After the first visit further visits will be organised on a daily basis, the length of the visit will depend on the child, we will increase their time, as they get more confident. Parents are offered a meeting with their child s new key person, and given the opportunity to view the new room and meet all the staff. When a child will be leaving the setting to begin school where possible we do offer to take the children to their new school on visits, and allow the children s new teachers to come and visit them in the setting. The members of staff within the scholar s begin to work on the readiness for school aspect, offering learning opportunities to the children to enable them to achieve many of the requirements expected of them when they begin school in September. Your priorities for improvement Continue to develop the readiness for school teaching program My practice (is): Outstanding: my practice is exemplary Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement Page 16 of 20 EYL409

17 Section 6. Outcomes for children This section is about the progress of different groups of children from their starting points. You should refer to: Early years self-evaluation form guidance, page 9. Early years inspection handbook, page Evaluation When a child first starts at the setting a profile will be built up with information from the parent and any previous settings profile. All information will be entered onto the child s 2simple profile. The child will be assessed over several weeks and all information entered onto 2simple enabling the child's key person to obtain a starting point for the child's learning. Over time the child's progress will be tracked on 2simple and any areas for concern or that are not being covered will be highlighted allowing the members of staff to adjust their planning accordingly. If any child is disadvantaged, underperforming or have diverse needs we provide additional support via the settings SENCO and outside agencies with parental permission. We do not single any one child out we always endeavour to offer the activities in such a way that all children can access them facilitating their learning in the same way. Additional support and activities will be offered to any child that is underperforming allowing staff to advance the child's development further. All children are encouraged through free play and planned activities to develop their learning to the next level, through 2simple members of staff are able to track a child's development and recognize when a child's development exceeds what is typical for their age and plan accordingly. We endeavour to provide as many opportunities throughout the day where the children are able to make their own choices and decisions within the free-flow environment. Many of the toys and resources are available and accessible to the children, which enables them to choose were to play and what activities they would like to participate in developing their skills ready for the next stage in their development. While playing the staff encourage the children to think critically, explore the equipment available and be creative during their play challenging what the children are doing and offering support and ideas to develop the children's learning even further. Through this positive encouragement and support the children enjoy their play and are motivated and excited to continue as far as they can within the learning experience. Page 17 of 20 EYL409

18 Your priorities for improvement Challenge the most-able children during their own play allowing them to reach their potential My practice (is): Outstanding: my practice is exemplary Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement Page 18 of 20 EYL409

19 Section 7. The overall effectiveness of the early years provision This section brings together the evaluation of all aspects of your practice, including teaching and safeguarding, your identified priorities for improvement and the grades you have awarded yourself. You should refer to: Early years self-evaluation form guidance, page 9 Early years inspection handbook, pages The overall quality and standards of my early years provision (is): Outstanding: my practice is exemplary Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement Any further comments you wish to include The progress of all the children within their learning and development is paramount and through 2simple we are able to see the progress each child has made while at the setting. Due to the support for the children's emotional well-being, strong attachments and extremely close relationships the staff have with the children, they are capable of dealing with the next stage in their education. We endeavour to meet all the needs of the children within the setting. Offering to work one-toone with any child who requires support. This helps to narrow any gaps in learning, such as underachieving, in their communication and language skills or overcoming any disabilities. We also have an equality of opportunities policy (formally known as SEN) this policy names the settings SENCO and stipulates that no child should be singled out no matter what special educational needs they may have. Most importantly we have a safeguarding policy in place that includes the named person and a list of telephone numbers for other agencies that maybe contacted if needed. Additional information is also included for if there is an allegation against a member of staff. All members of staff are updating their knowledge on safeguarding through attending local safeguarding courses. For additional safeguarding measures we have a visitor s policy that stipulates any visitor MUST have their ID checked, sign in/out and that any unwelcome visitors WILL be asked to leave the setting. The setting also has a behaviour policy that includes our named person who is responsible for ensuring all staff follow the settings policy regarding how to handle any difficult behaviour a child may be demonstrating is a safe and productive manner. Page 19 of 20 EYL409

20 The setting is always improving itself through the parent s questionnaires, our self evaluation processes, communicating with parents on a daily basis listening to their suggestions and comments, listening and observing the children who attend the setting and challenging their leaning through the opportunities, activities and equipment available to them. We are a reflective setting, always updating the action plan in the front of our operational plan, ticking things off adding new ideas etc. Members of staff are continually auditing their rooms and other areas bring new ideas forward to improve what we offer. Over all by reflecting on what we do and how we do it can only help us improve on our commitment to all the children, parents and staff associated with the Wishing Well Day Nursery. After completing this document and considering all we do I feel that the setting is very effective in meeting the needs of the children and works hard to maintain the high standard we have set for ourselves I feel the only way to improve upon my evaluation is to continue monitoring the settings leadership and management and not to let any area deteriorate only develop. Page 20 of 20 EYL409