Acorn Preschool

What is it like to attend this early years setting?

Children settle in at the pre-school quickly. If they struggle, the kind staff provide reassurance. Staff use a range of strategies to help children to become engaged and feel comfortable in their surroundings. They use the information they gather from parents when children start, to provide a range of interesting and exciting activities that children swiftly choose from and join in with as they arrive.

Staff support children to build on their existing language and communication skills. They introduce new vocabulary to children at appropriate times. For instance, staff speak to children about what they are eating, using new descriptive language to help children describe their fruit. Staff hold discussions with children as they play about what they are doing, and this builds on children's existing learning successfully.

There is a strong focus on children's social and emotional development at the pre-school. Children behave well and staff encourage them to build friendships with one another. They invite other children to join in as they play games outside with the children. If children have minor disagreements, staff deal with these sensitively, encouraging children to share and take turns with the resources on offer.

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

• Planning is based on children's interests and this helps staff to ensure that learning opportunities are exciting and motivating. Children have a range of opportunities across the different areas of the pre-school to build their knowledge and skills. Staff help children to make links between their different experiences to deepen their knowledge of what they are learning about. For instance, staff provide a range of opportunities for children to learn about healthy eating and why different foods are good for them.
• Children enjoy listening to stories together. They then attempt to re-read the story to their friends and staff, turning the pages carefully as they sit in the chair and tell the main parts of the story. Staff check children's knowledge and understanding. For instance, they ask them questions about what they can see in the story as they turn the pages. This helps staff to identify what children have gained from their learning experiences.
• Staff make the most of routine parts of the day, such as snack time. They recognise the importance of children gaining the skills they need to manage their own needs. Staff differentiate their interactions with children to help them build on the skills they already have. For instance, they help younger children to use the knife to cut fruit, whereas older children do this for themselves and persevere even if it becomes tricky.
• Staff explain to children why the rules are in place and help them to take ownership for tasks, such as tidying up when they spill water. Children willingly help with this, and staff praise them for their help. This supports children to understand what staff expect of them and helps them to develop their independence in preparation for moving on to school.
• Leaders have a clear oversight of the pre-school. They work collaboratively together to continue to improve the setting further. They know the families they work with and strive to provide the best for all children who attend. Professional relationships with other agencies and services are strong. This particularly supports children with special educational needs and/or disabilities. Strategies and information are shared between professionals, staff and parents to help provide children with consistent approaches and support.
• The staff team works closely together. Leaders monitor staff practice effectively and provide regular training and support. Staff and leaders regularly discuss the children and their progress. However, sometimes the next steps that staff identify for children are not focused or relevant enough to fully meet individual children's needs and stages of development.

What the setting must and should do next

The provider should:

• support staff to identify highly focused and relevant targets for children to help them make the best possible progress in their learning and development.