Alderton Acorns Pre-school Toddler and Baby Groups

What is it like to attend this early years setting?

Staff welcome the children into this warm and friendly pre-school. They work hard to form strong relationships with the children and families in their care. Children show that they feel safe and secure as they freely explore the well-organised and stimulating environment. They seek out their friends and key people to invite them into their play. Staff offer children lots of praise and encouragement, which helps to boost their confidence and self-esteem.

The manager and her team have clear expectations for children's learning. They focus on promoting children's personal, social, and emotional development, which prepares them for later life. Staff teach children how to manage their feelings and behaviours. At circle time, the children talk about the different emotions and how they are feeling that day. They begin to develop empathy and an understanding of the emotions of others. Children behave and play well together. For example, they line up by the slide and patiently wait their turn. Staff encourage the children to use their manners and listen to one another. They give gentle reminders to reinforce the rules and boundaries of the setting. Children develop strong social skills and form new friendships.

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

• Children learn how to do things for themselves. They put on their coats and wellington boots to go outside. At snack time, children wash their hands and pour their drinks. They enjoy a range of healthy snacks that are brought in from home. Staff encourage the children to cut and peel their fruit. They offer support and guidance where needed. This helps to instil a 'can-do' attitude and a willingness to give things a go.
• The manager and her team have created a curriculum that covers all seven learning areas. They plan activities that are based on current themes and the children's interests. Staff track children's progress, which enables them to identify gaps in children's learning. They engage with the children during their play to extend their knowledge and understanding. However, at times, staff do not provide older children with enough challenge, particularly with their mathematical knowledge and understanding, to help them to learn about quantity, comparing, and simple calculations.
• In the garden, children participate in various physical activities to support their developing muscles and coordination skills. They climb the wooden boat and pretend to be pirates sailing off to sea. Children race around on bikes while staff give them instructions, such as 'ready', 'freeze' and 'go'. Inside, children climb a wooden slide and roll around on mats. Staff provide children with opportunities to make marks using different tools, which helps to strengthen the muscles in their hands that are needed for later writing skills.
• Staff provide parents with detailed feedback about their child's progress and development. They keep parents informed through online messages and monthly newsletters. Parents of children with special educational needs and/or disabilities value the support that they receive from staff. They trust the staff, who are always available to talk through any concerns or questions they might have.
• Children immerse themselves in imaginative play. They act out everyday routines in the role-play area, such as going to the shops or cooking dinner. This helps children to make sense of the world around them. Staff read the children 'Goldilocks and the Three Bears'. They place mats and teddy bears on the floor to help children recall and act out key parts of the story. Children develop a love of books and reading.
• The manager and her team attend regular team meetings where they reflect on their provision and identify key areas for change or development. Staff state that the manager and committee members offer them a wide range of support. They receive regular one-to-one meetings to discuss their career goals and underlying interests. Staff work well together, which creates a positive and nurturing work environment.
• Overall, staff support children's communication and language. They continuously narrate to the children and ask them questions to spark discussions. However, staff do not consistently use the correct pronunciation or extend children's vocabulary in order to enhance their language further.

What the setting must and should do next

The provider should:

• challenge older children's knowledge and understanding, particularly around mathematical concepts, such as quantity, comparing, and simple calculations
• ensure that staff use the correct pronunciation and extend children's vocabulary to enhance their language further.