Acorns Pre School Limited

What is it like to attend this early years setting?

Children are welcomed into a cosy, clean and organised home-from-home play environment. Staff take care to ensure that the activities are inviting and spark children's curiosity. The curriculum is designed around children's interests and careful observation of their learning. Parents are positively encouraged to contribute to their child's learning as staff work collaboratively with them to inform next steps. Children confidently leave their parents. They quickly become immersed in their chosen activity. Children play well together in small groups. They show sustained concentration, expressing creativity as they make up imaginary games in small groups. Staff are skilful in their interactions with children. They understand the importance of allowing children time to play uninterrupted, but are on hand to make subtle suggestions to enhance learning.

Staff are attentive, nurturing and calm. They know the children well and are kind and caring towards them. Children are confident, self-assured and keen learners. They have established close and trusting bonds with the staff. Children understand the expectations and rules of the pre-school. They show kindness to their friends and demonstrate good manners. Their behaviour is exceptionally good.

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

• The quality of teaching is good. Staff demonstrate their understanding of how children learn. All children, including those with special educational needs and/or disabilities, make good progress from their starting points.
• Children learn the importance of staying safe and healthy through daily routines. They have opportunities for fresh air and exercise as outdoor learning is promoted all year round. Children giggle as they participate in large parachute games on the field. They persevere as they master the skill of catching balls and using bats in their physical play.
• A robust recruitment process ensures that children are cared for by staff suitable for their role. Policies in place are regularly evaluated and monitored to ensure children's safety. Staff's practice is observed, and they are supported through supervision and training opportunities to build on their already good knowledge of how children learn to improve outcomes for children.
• Children have a variety of opportunities to develop a good concept of mathematics. Activities provided enable them to compare quantities, count and recognise shapes. Young children show sustained concentration as they build towers, counting the bricks they use and matching numbers.
• Children learn the skills they need to be independent learners and prepare them for the transition to school. For example, they take care of their personal needs as they access the bathroom, with staff nearby to support as needed. Staff follow procedures in place to ensure that younger children's personal needs are supported, such as nappy changing, to ensure that children are comfortable.
• Children learn that print has meaning and have many opportunities to make marks and write their name. They thoroughly enjoy large wall painting, using water in the garden. They have access to a wide variety of writing materials in all their play.
• While the session runs smoothly throughout the morning, and children are busy in their play, the organisation at transition times, such as preparation for outdoor play and lunchtime, means that staff are sometimes busy with other tasks and that children are not fully engaged in meaningful learning.
• Children learn about the wider world around them. They learn how to take care of the fruits and vegetables they grow. They excitedly explain that sunflowers they have planted are now taller than they are and compare size.
• Parents speak positively about their child's experience at the pre-school and the progress they have made as a result of attending. Parents say they feel welcome to discuss any concerns, feel supported and that they receive good feedback regarding their child's development. They say communication is good.
• Children can enjoy books, and a cosy area is available for them to sit comfortably to enjoy stories. However, staff present activities and resources there. Therefore, children can not easily access books. They have not considered how to ensure that children can take full advantage of the books on offer.
• Staff say they feel valued and that their welfare and their own professional development is considered during supervision and staff meetings. They have opportunities to access the training of their choice as well as regular updates, such as strengthening safeguarding knowledge, to ensure children's welfare.

What the setting must and should do next

The provider should:

• improve the organisation of transition times to ensure that all children are fully engaged and supported at these times
• guide staff to consider enhancing opportunities for children to enrich their enjoyment of books.