Abracadabra Pre-School

What is it like to attend this early years setting?

Staff effectively support children's emotional well-being. They establish caring and nurturing relationships. Children feel happy and secure in the pre-school. Staff use a visual feelings board where children can express and change their emotions throughout the day. Children are confident to talk about how they feel. Staff promote children's physical well-being. They offer a wide range of indoor and outdoor activities. Children ride two-wheeled bikes, climb on tyres and balance on beams to build strength and coordination. Children develop good physical skills and enjoy being active.

Staff in the pre-school provide an ambitious curriculum that meets the needs of all children, including those with special educational needs and/or disabilities and children who speak English as an additional language. Staff adapt activities to fully involve children who require extra help. Children make good progress from their starting points. Staff promote positive attitudes to learning by following children's interests and encouraging independence. They support children to lead their own play, such as creating junk models or exploring the mud kitchen. Children are curious, motivated and enjoy investigating.

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

• Leaders observe staff in their practice and identify strengths and areas for improvement. This helps staff improve their teaching skills. They undertake courses and share learning with colleagues in team meetings. Children benefit from good quality interactions and consistent teaching approaches.
• Staff support children with special educational needs and/or disabilities well. They use individual plans and work in close partnerships with parents and external professionals. Staff use visual aids, sensory resources and structured routines to meet children's specific needs. Children who require extra support are well supported in their care and education.
• There are some weaknesses in ensuring all leadership procedures are fully followed. Leaders notified Ofsted about a change in the committee but did not follow all the procedures that Ofsted require. They did undertake the necessary safety checks so there is no impact on children.
• Staff in the pre-school sequence the curriculum for communication and language effectively including for children who speak English as an additional language. They create a language rich environment. Staff use songs, stories and conversations to build vocabulary. Children develop confidence in speaking and use language to describe what they are doing.
• Staff support the development of children's personal, social and emotional skills. They provide activities that promote independence and cooperation. Children take turns, express their feelings and care for others. For example, children work with their friends to hold windmills in the air together. Children form positive relationships and manage their emotions well.
• Staff do not consistently recognise or respond to the needs of more able children as they play and learn. They do not always provide sufficient challenge or extend learning to deepen children's thinking and understanding of the curriculum.
• Staff promote life in modern Britain. Children learn about different cultures and staff teach children about diversity. Children learn about Chinese New Year, Polish traditions and disabilities through books, activities and discussions. Children respect differences and develop cultural awareness.
• Leaders and staff offer a rich curriculum for physical development, both indoors and outdoors. Children have access to the large outdoor area continuously. They use paint with rollers and dig in the allotment. Children develop strength, control and confidence in their movements.
• Staff build good partnerships with parents. They share updates and hold regular meetings. Staff offer advice about how to continue children's learning at home. Parents feel fully involved in their children's care and education.
• Pre-school staff work well with other settings and external agencies. They share information with schools, health visitors and speech therapists. This helps to provide continuity of care and gives children the help they need to thrive.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of how to identify and extend learning for more able children, so they are consistently challenged and supported to reach their full potential.