ABC Pre-School

What is it like to attend this early years setting?

Children are happy, safe and secure. They have developed warm and trusting bonds with their key person and the staff team. Changes to the drop off and collection arrangements, following the COVID-19 pandemic, have not affected children. Staff greet children at the gate and share important information with parents. Children arrive eager to begin their day and excitedly seek out their friends to share experiences with. They quickly and confidently choose what activities they wish to participate in and swiftly become absorbed in the learning opportunities provided.

Children behave well. This is because staff offer clear and consistent reminders that help children to learn right from wrong. Staff recognise the impact that the pandemic has had on children. They have adjusted the curriculum, so that it focuses on children's personal, social and emotional development. They have supported children to learn how to share and take turns as they become used to engaging with others in social situations again. Children respond well to the routines and boundaries in place. For example, they follow the instructions given by staff and quickly begin helping to tidy away toys and resources. They understand where things belong and work together as a team to 'get the job done'.

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

• Staff working with younger children use labelling and repetition to help support children's growing vocabulary. They use descriptive language and narrate children's play. This helps to give meaning to what children are doing and ensures they hear a wide variety of words. Staff read enthusiastically to children and encourage them to repeat familiar words and phrases from their favourite stories. However, occasionally, staff do not model the correct pronunciation of words. For example, when children play a fishing game, staff ask them what colour their 'fishy' is. Furthermore, staff working with older children do not always give them sufficient time to think and respond to the questions that they ask.
• Staff have a good knowledge of child development. They plan exciting opportunities for children, such as exploring snow dough. They identify how children are able to squeeze and mould the dough to help them to develop the small muscles in their hands in readiness for writing. Children are encouraged to make marks using a variety of tools and different colour paints. However, staff do not routinely recognise when to adapt their teaching to help children develop their understanding in areas where their knowledge is less secure.
• Staff have a detailed knowledge of individual children. They know what they want children to learn in the long term and devise activities and experiences to help children acquire new skills. They share information with parents, so that learning and development can be supported in the home environment. Children with special educational needs and/or disabilities are supported well. Knowledgeable staff devise play plans and seek advice from other professionals. This helps to ensure that children are given the best opportunities to succeed.
• Arrangements for the supervision and coaching of staff are in place. However, staff do not currently receive timely and precise feedback about their practice to help make improvements in their teaching and interactions with children. That said, staff are able to access a variety of training opportunities. They have engaged in online learning to help ensure that they update their knowledge and skills in subjects, such as safeguarding and the 'Prevent' duty.
• The relatively new manager is supported to carry out her role and responsibilities by the passionate and dedicated providers. Collectively they lead a staff team who are enthusiastic in providing good learning opportunities and experiences for children. Parents' comments are positive. They appreciate the friendliness of the staff team and how they have strived to maintain communication during periods of closure and lockdown. Parents report that their children enjoy attending and how they have made progress since starting, particularly in their confidence and social interactions.

What the setting must and should do next

The provider should:

• strengthen staff's knowledge of the importance of using the correct pronunciation of words and allowing children enough time to think and respond to the questions that staff ask
• help staff recognise when to adjust their teaching to offer children further guidance to correct children's misunderstandings in their learning to help them to make even better progress
• refine the existing arrangements for the supervision of staff and provide more specific feedback to help raise the quality of their practice to a higher level.