Alresford Pre-School

What is it like to attend this early years setting?

Children settle well and form strong bonds with staff, who are attentive to their individual needs. Children show high levels of independence, both in learning and self-care skills, such as serving snack, washing their hands and using the toilet. They are well prepared for the next stage in their learning, including school. Children are confident to explore the environment. They delight in playing with materials, such as sand, and play dough scented with Italian herbs. Children develop their language skills as they talk about how it smells and how it feels.

Children develop good communication skills. They benefit from enthusiastic staff who get down to their level, speak clearly and add new words into their vocabulary, such as 'search tower'. All children learn sign language from staff as another way to communicate their needs and how they are feeling. Children show care and empathy towards each other. Older children offer cuddles to younger children on their first days of pre-school.

Children learn good manners and how to keep themselves safe. They cover their mouths when coughing and know to hold onto the bars when on the climbing frame. Children have well-developed imaginations, that staff continue to foster. Children delight in rowing the wooden play boat to 'Africa' and talking about the animals they can see.

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

• The newly appointed manager is very committed to her role. She is extremely knowledgeable about child development and passionate about educating her staff team in these skills. She is an excellent role model to staff. The new manager has a deep understanding about the theory behind how children learn. She helps staff to provide a learning environment that is engaging and that meets children's evolving learning needs. Staff recognise specific needs of children and implement specific funding they have available, effectively.
• Partnerships with parents are strong. During the COVID-19 (coronavirus) pandemic, staff kept in regular touch with families and provided a range of ideas for them to help with their children's learning at home. Staff are considerate of parents' individual needs, helping them to participate in their children's learning regardless of their circumstance.
• Staff form effective partnerships with the primary school. They share information about the children's needs and development. Staff arrange visits from reception teachers to ensure a smooth transition for the children and parents.
• The manager and staff have a good knowledge of how children learn. They engage and adapt their practice during children's play. Staff understand the importance of following children's interests. For example, building on children's interest in space, staff teach songs that help children learn and remember a variety of new concepts and words. Children know that Mercury is the closest planet to the sun and talk regularly about the 'solar system'. However, staff sometimes step in to solve problems for children, instead of helping them to find the answers themselves.
• Staff feel well supported by the new manager and committee. They are provided with regular training and feedback on their practice. Staff's own interests are valued. The new manager has assigned staff roles, so they can embark on their own research into specific areas of early childhood development they are interested in. The entire staff team are committed to improving the quality of care they provide.
• The manager and staff know the importance of working on children's physical skills before they can learn to hold a pen or write. Children have a wide range of activities to do this in the garden and inside. They develop their large- and small-motor skills in most activities. Children are starting to recognise and form letters.
• Children's emotional well-being is a high priority to staff. They get to know children extremely well. Staff take great care in ensuring children's transition into the setting is a seamless one. Staff step in when they see unwanted behaviour and ask children to stop. However, they do not always help children to understand the reasons why some behaviour is not appropriate towards others.

What the setting must and should do next

The provider should:

• help staff to develop their skills in supporting children to solve problems for themselves
• support children to gain a better understanding of the impact their behaviour may have on others.