“Children are helped to develop warm, responsive and respectful relationships with each other and with adults. Teachers respond promptly to children. They model effective relationships through their interactions with other teachers and with children. They help children to interact positively with each other and to resolve disagreements that may occur. Children seek adults for interaction and comfort. Teachers encourage cooperative learning and play and help children to develop the skills that will support success. “Parents are given very good opportunities to learn about early childhood education and how the centre plans to meet the needs of children. Children's individual profiles give information through 'learning stories'. Parents are encouraged to contribute to these profiles by sharing information from home and writing comments on learning stories. Most parents take up this opportunity to contribute to the learning stories. “The managers provide regular, detailed newsletters that cover a wide range of information. Topics covered include information about staffing, fees, programme highlights and health issues. “The managers make available to parents the centre's policies and procedures and any changes that are made to them. Parents are encouraged to join in the programme with their children to further strengthen relationships and learning. The managers effectively support children's learning and care through employing qualified teachers. “The managers provide very good levels of resourcing for teachers' employment, support and professional development needs. Teachers are given clear guidelines for their work. The managers have employed sufficient numbers of teachers to lower the teacher-child ratios. This results in teachers being able to respond more to the needs of individual children and to focus on their learning. Teachers feel well supported in meeting these expectations. “Teacher satisfaction has resulted in good levels of staff retention.” Education Review Office, 2008