Albourne Under Fives

What is it like to attend this early years setting?

Children show that they understand the expectations of the setting by speaking to each other with respect and kindness as they share toys and resources. Staff encourage them to use their thinking skills as they make play dough from scratch. For example, staff ask the children what is needed for the recipe, and the children happily call out all the ingredients and describe what needs to be done. Children's independence is encouraged as they make the play dough with very little support from the staff member involved.

Staff know children and their families extremely well. They focus strongly on meeting all children's needs, consistently supporting their communication and language. All children, including those with special educational needs and/or disabilities (SEND), are active, motivated learners who thoroughly enjoy being at the pre-school.

Children show that they feel safe and happy as they arrive at the setting. They walk into the setting and get involved with the varied activities that are on offer. For example, staff have set up a farm scene on the floor, which encourages children to talk about their recent visit to a local farm and use the vocabulary they have learned.

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

• Leaders encourage all staff to work very closely with families to find out what the children know and can already do. The reflective staff team then adapts the curriculum, experiences and environment to support children's next steps. This level of reflective practice about what each child needs is carried out on a daily basis, and staff put children's emotional well-being as a priority in everything they do. This extends to support for families too, whose welfare is carefully and sensitively supported.
• Children with SEND have good support to meet all their needs and help them to remove barriers and make good progress. The special educational needs coordinator works closely with parents, the local authority and other professionals to implement support plans. Furthermore, she organises the staff to attend appropriate training in the strategies that children need. These strategies are also shared with parents. This has a positive affect on children's progress and reduces gaps in learning.
• Staff develop good relationships with parents. There is a 'book borrowing box' available every day for parents to take books home. A food bank basket is also available every day, and parents are welcomed to have confidential conversations with leaders if they need it. Parents speak highly about the pre-school and the impact it has had on their children. Parents describe how the pre- school feels like an extended family and how well the staff use the local community to further children's understanding of the world with trips and visitors.
• The leader's vision to help children to be happy, confident and independent learners and communicators is entwined in everything that they do. Most staff show a secure understanding of the how the curriculum is intended to support each child. As a result, children thrive at whatever level they are working at. However, at times, some staff are less clear about the specific skills and knowledge they want the children to gain from each activity to help them fully benefit from the intended learning.
• The curriculum includes a wide range of events that open up and enrich children's experiences of the world. Leaders take every available opportunity to bring things into the setting to further children's learning as well as taking children on varied educational trips. For example, after a recent farm trip, leaders are bringing a goat and a chicken to the setting to further children's understanding of farm animals.

What the setting must and should do next

The provider should:

• Support all staff to develop a clear understanding of the specific skills and knowledge they want children to learn from activities.