Amber Pre-School

What is it like to attend this early years setting?

Children separate from their parents without hesitation. They are greeted warmly by staff and enthusiastically engage in activities alongside their peers. The curriculum is ambitious for all children. It currently has a strong focus on developing children's social, emotional and independence skills. Children with special educational needs and/or disabilities, and those learning English as an additional language, are making good progress. Staff use strategies, such as visual aids, to support children's emerging language and communication. This builds on children's confidence and helps them to swiftly settle into the setting. Children enthusiastically find their pegs and hang up their belongings. They have a good understanding of the routines of the day, which helps to develop their confidence and independence in readiness for school.

Children are keen to explore the wide range of learning experiences on offer. For example, they roll and manipulate play dough and learn to identify shapes. Staff act as positive role models. They are quick to support children in making the right choices. For example, when children have a slight disagreement over tools in the construction area, staff sensitively talk to them about the benefits of working as a team. Children listen to staff and express delight when they succeed in constructing a tower together. Staff praise children for their achievements, which fosters their self-esteem.

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

• The manager and her staff team are passionate about the pre-school. They work together highly effectively and spend time reflecting on their practice and on the needs of the children. For example, they have introduced a quiet area where children can simply relax, play or read by themselves or with their friends.
• Staff benefit from ongoing professional development, including gaining further qualifications. Recent training has helped them reflect on further strategies to help children regulate their feelings and manage their behaviour. Staff comment they feel supported in their role and are confident to raise any issues or concerns should they need to.
• There are ample opportunities for children to develop their physical skills. Children excitedly run around the outdoor play spaces and delight in imaginary games. They confidently make their way over, climbing walls and zoom around on ride-on toys. Children learn how to take safe risks, such as jumping of apparatus with support from staff. They carry buckets of water across the garden, which helps to build on their stamina.
• Children benefit from a broad range of engaging activities. For instance, they take great pleasure in breaking up ice with a variety of tools. Staff introduce new words in context and engage children in discussion as they play. However, at times, in their enthusiasm, some staff are a little directive. They do not always give children time to express their own thoughts and ideas, to help challenge and develop their thinking and problem-solving skills even further.
• Staff know children well and understand how to support their good progress. They seek immediate support from other professionals if they have any concerns about children's development. The manager uses additional funding highly effectively to ensure support is tailored to each child's specific needs.
• Staff support children's early literacy skills well. Children delight in singing songs and nursery rhymes. They show a love of books and snuggle up with staff to listen to their favourite stories. Children enjoy painting pictures and practise their writing skills during role play.
• There are strong partnerships with parents. Staff keep them well informed about their children's progress, such as through daily discussions, a digital app and parent meetings. Parents comment positively about pre-school. They say that staff support them and their children well.
• The manager's intent for children to become independent is implemented effectively. Children clear away toys when they finish playing. They independently take themselves to the toilet and wash their hands. Children enthusiastically help to set up the table for their snack and pour their own drinks. Children show good manners and use kind words, such as 'please' and 'thank you'. Staff foster this social time and encourage children to talk and learn about each other's home lives. This supports a sense of belonging at the setting.

What the setting must and should do next

The provider should:

• support staff to provide more consistent encouragement for children to express their thoughts and ideas, and enhance their thinking and problem-solving skills.