Aiskew Under Fives Preschool

What is it like to attend this early years setting?

Children do very well at this exceptional pre-school setting. The use of the educational programme and children's rich experiences build on their knowledge and skills. All children make remarkable progress and are well prepared for their next stage of learning.

Children are extremely well settled and happily move on from their parents to their key persons. Partnerships with parents are particularly strong. Key persons effectively use information shared to understand and support children's individual needs and next steps in learning. As a result, when children begin at pre-school, they make progress straight away. Key persons plan activities that build on what children already know and can do This broadens their cultural capital with rich experiences.

All children are actively engaged in play. They show high levels of energy and fascination, and practitioners share in their enthusiasm. Attentive teaching by all staff in the provision areas keeps children involved. Staff's modelling of language and planning for the expansion of children's vocabulary are outstanding. As a result, children consistently use new vocabulary, enabling them to communicate effectively, to meet the needs of different audiences. For example, older children model language to younger children, to include them in their play.

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

• Staff carefully consider the teaching of British values and how children learn about the culture of their own community. This includes visits to the library and to a residential care home for the elderly. This contributes to children's development of character and respect for others both similar and different to themselves. Children are involved in a recycling project. They identify recyclable waste from their lunches and understand their responsibility to recycle, in support of green issues.
• The provision for children with special educational needs and/or disabilities is exemplary. Leaders and managers foster a culture of inclusion and ensure all children achieve the best possible outcomes. Outings and activities are broken down into steps that build up to ensure accessibility for all and that specific targets are achieved. Children, therefore, develop a positive sense of self and a respect of difference and diversity.
• The use of the pre-school allotment strengthens the educational programme. Children spend time observing a pigeon's nest with a new chick in a nearby tree. They look for minibeasts and observe them in their habitat. They notice growth, see how some tomatoes have decayed over time, and learn about successful growing cycles through trial and error.
• Mathematics is successfully found throughout the provision. Staff consistently build children's understanding of number and measure through their skilful interactions and the planning of the play areas. For example, in the home corner, staff join in their play, asking a variety of questions to build on children's knowledge. These high-quality interactions mean that children learn about mathematical concepts in a purposeful way.
• Staff have high expectations of children's behaviour for learning and support children to develop their confidence and self-control. The development of emotional literacy is hugely effective. Children register how they are feeling on arrival and spend time with their key person. A wide range of emotions are introduced to children. During the 'morning circle', staff use the word 'excited' to describe how one child is feeling, delighted to be attending a future event very soon.
• Staff prioritise language enrichment. As a result, children's communication and language skills develop superbly. Staff plan specific activities to teach an ambitious level of vocabulary and are also alert to spontaneous moments to teach children further. A 'vocabulary tree' identifies new words learned, such as 'invited' after a birthday party invitation was received by a child. In group circle times, the 'What's in the box' game focuses on teaching instructional language.
• Leaders and managers prioritise children's personal development. They support children and families through early identification and make referrals to specialised services when children need extra support. They work closely with parents, developing individual learning plans to take immediate action in support of children. Parents report that this targeted support has helped their children to be well prepared for their next stage of education.
• Staff ensure that children have the best possible start in life. They provide a food bank for families that enables children to have a healthy and varied diet. Children learn about the importance of diet through staff discussions at snack times. They provide snack platters from which children can taste different food and develop their likes and dislikes.
• Leaders and managers have high expectations for the development of staff's knowledge. Through peer observation and supervision sessions, they support staff to access regular training that builds on and deepens their knowledge of teaching. The staff team use weekly meetings to discuss children's next steps. As a result, children receive positive, consistent teaching by all practitioners, which then moves their learning forward.