2J's Pre-school

What is it like to attend this early years setting?

Staff provide children with a nurturing environment, where they feel safe and confident. They have secure settling-in procedures, which help to make sure children and their families receive the support they need when starting at the pre-school. As a result, children form positive relationships with the staff.

Children's behaviour is good and appropriate to their stage of development. They are learning how to deal with emotions as they begin to socialise and share with friends. For instance, staff encourage children to use sand timers. They explain how they work so that children know when it will be their turn.

Children learn about their local community through an array of experiences. For example, the staff take the children on walks to the local shops and beach to explore the world around them. Staff make strong use of photographs to stimulate conversations with the children and help them recall past events. For instance, children happily talk about people who help us when looking at photographs of firefighters and a dentist.

Staff support children to take managed risks in their play as the children practise new skills. For instance, staff encourage children to climb and balance on the large tyres and balancing beams in the outside play area. They assist children in developing physically through building their muscle strength and awareness of the space around them.

What does the early years setting do well and what does it need to do better?

• The managers are committed to providing high-quality care and learning experiences for all children. They constantly evaluate the pre-school and have addressed all previous actions set. There is a strong emphasis on staffs' well-being and training. All staff have completed paediatric first-aid training and understand their roles and responsibilities. The managers ensure staff are effectively deployed throughout the pre-school to maintain children's safety.
• Partnerships with parents are a strength of the pre-school. There is a good two-way flow of communication. For instance, staff share information through children's online learning records as well as speaking with parents at drop off and collection times. Parents state that the managers and staff are always available to offer advice and support, when needed. Parents have a real sense of belonging at the pre-school.
• Staff effectively monitor children's progress. They plan a focused curriculum based on children's next steps and interests. Staff provide children with a wealth of opportunities to investigate. For example, children enjoy adding water to cornflour using water spray bottles and pipetts. They are curious and eager to
• Inspection report: 2J's Pre-school 21 May 2024 2 explore the change in texture. However, during some focused activities, staff do not ensure they provide a clear focus on what they want children to learn. Consequently, the impact on children's learning does not always ensure children make the progress they are capable of.
• The special educational needs coordinator (SENDCo) works closely with parents, staff and other professionals to ensure children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language receive the support they need. For example, they have implemented small focused groups to help support children's communication and language skills. This enables staff to act quickly to close any identified gaps in children's learning. The manager has made good use of additional funding to support and enhance children's engagement with the outdoor area.
• Communication and language development is a high priority at the pre-school. Staff ensure children hear a rich variety of vocabulary to strengthen their language skills. For example, they encourage the children to talk about the soft texture of the play dough as they manipulate it. Staff use repetition effectively to make sure children hear the correct pronunciation of words and give them time to respond to questions.
• Children are busy and keen to explore the engaging environment. Staff support children in developing their social skills as they role play with friends. For instance, children excitedly take turns filling containers with water in the mud kitchen. They are inquisitive and talk to the staff about where the water is going. However, during larger group activities, staff do not gain the attention of all children in the group. As a result, some children lose focus, become distracted, and do not benefit from taking part in the activity.
• Staff patiently support children as they develop their independence. Children persevere at tasks, such as putting on waterproof trousers and wellington boots ready to go outside to play. They develop positive attitudes and key skills in readiness for school.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of the curriculum intent so that teaching consistently focuses on what they want children to learn
• make better use of group activities to ensure all children are involved and engaged.
• Inspection report: 2J's Pre-school 21 May 2024 3