Alpington & Yelverton Pre-School

What is it like to attend this early years setting?

Staff welcome children warmly each morning. They speak with parents about each child's start to the day. This helps children settle quickly and enjoy the activities waiting for them. Staff know children very well. They respond with genuine care and kindness in every interaction.

Children thrive in the calm, purposeful environment. They follow familiar routines that give them security and comfort. After the summer break, staff focus on helping children remember rules and routines. For example, reminding children to use walking feet inside and 'kind hands' when playing with their peers. Children remember the tidy-up song. They enthusiastically join in with staff to help clear resources away before lunch. Staff model how to tidy with care and encouragement. Children remember where resources belong. Once one area is tidy, they move to the next with energy and pride. These moments highlight how children build resilience and teamwork. They develop confidence, responsibility and a strong sense of belonging. This culture of care and respect supports children's personal development. It prepares them well for future learning.

Leaders plan the curriculum with care, it covers all seven areas of learning. Staff place a strong focus on building friendships through play. Staff join in, encourage children to take part and plan activities that reflect their interests. This helps children grow in confidence and develop secure social skills.

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

• Children enjoy indoor and outdoor play that follows their interests. Recent investment has created a safe, engaging outdoor area. Children can climb, balance and ride bikes to build strength, coordination and stamina. As a result, children make strong progress in their physical development.
• Leaders have a clear vision to help children grow as confident, independent learners. They plan the environment so children can make choices and take responsibility. Staff support children well, but do not always give them consistent opportunities to practise developing their independence. For example, children do not always get to self-serve at snack time or put away their coats and belongings on arrival. This means children have fewer opportunities to build important self-care skills.
• Parents speak highly of the pre-school and staff. They value the care their children receive and report they are happy and settled. Parents explain they have a good relationship with their child's key person and receive clear updates about their day. Staff share children's achievements and celebrate milestones, which helps parents feel involved and supports children's well-being. However, staff do not always share ideas for extending learning. This reduces how well some parents can build on children's progress at home.
• Children make good progress from their starting points. Staff take time to get to know each child well. They use this knowledge to plan activities that reflect children's interests and build on what they already know. Staff focus on individual next steps, so learning is meaningful. As a result, children remain focused, motivated and eager to learn.
• Staff deliver lively and interactive story times that capture children's attention. They pause at key moments, so children can recall events and predict what happens next. Staff weave maths into stories, for example, by asking children to count the buttons on the gingerbread man. They support language skills by encouraging children to repeat key phrases and join in with rhymes. Staff build listening and attention as children follow simple instructions within the story. Children of all ages join in with enthusiasm, expanding their vocabulary and showing a clear love of books and learning.
• Leaders prioritise staff welfare. They value each member of the team and make good use of their individual skills. Staff say leaders support their professional development and create a positive working culture. As a result, staff enjoy their roles and remain committed to the setting. This stability benefits children, who receive consistent care from familiar adults they know and trust.

What the setting must and should do next

The provider should:

• strengthen staff practice so that children can develop their independence and self-care skills further
• continue to build on partnership with parents to provide them with information on how they can support their children's learning at home.