Ancells Farm Community Pre-school

What is it like to attend this early years setting?

This pre-school places children's needs first and foremost. Staff work hard to identify and support every child's unique needs. As children arrive, they are warmly welcomed by friendly, caring staff, who understand each child's personality. Children are happy and eager to take part in activities. Children who are new to the pre-school receive lots of support and attention to help them settle at their own pace. Children build close relationships with staff. They actively seek them out to join in their games.

Parents express how inclusive the pre-school is, especially for children with special educational needs and/or disabilities (SEND). Staff help all children to develop a range of skills that support their future learning and development. For example, children are supported to learn simple rules, boundaries and expectations.

Staff play with the children and help to develop their learning through effective modelling of key skills. They use clear words, Makaton signs and gestures to make sure children understand questions and instructions. For example, during routines, such as snack, staff show the children the bowl of fruit and ask them what they would like. They wait for children to answer by voice or point to what they would like. Staff repeat words back to children to confirm their understanding. During activities, staff listen to children talk about events from their home life. Staff ask questions and show a genuine interest in what the children have to say.

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

• Communication and language are promoted well throughout the setting. Children enjoy rhymes, singing and stories during the day. They sit excitedly waiting for the 'bucket time' activity. Children listen intently as staff introduce new vocabulary, such as 'spikey' and 'flashing', as they show items from the bucket. This helps children to extend their knowledge and use vocabulary in context.
• The provision for children with SEND is a key strength of the setting. Staff complete observations and identify children's needs through consistent and high-quality assessments. Staff work closely with parents and are proactive in working with other professionals to support children's needs. Any funding that children receive is spent well and has a positive impact on outcomes for children. As a result, all children make good progress. Any funding the setting receives is utilised well to support children's individual needs.
• Staff support children to learn about the world. Children explore special days from different faiths throughout the year. For example, they learn about Eid from the Muslim faith. Staff encourage families to share their cultures and be involved in the celebrations. This helps children to understand similarities and differences between people and communities.
• The curriculum supports children to develop in all areas of learning. Staff encourage children to be independent and explore through their play. For example, children delight in comparing different length sticks and conkers, which promotes their curiosity and language skills. However, opportunities for children to extend their problem-solving skills are hampered by staff stepping in too swiftly with the solution to any challenge. This does not fully support children to develop skills of resilience and perseverance.
• Children have opportunities for outside play every day. They develop their physical skills as they climb and slide or charge around in the cars. They concentrate and have lots of fun as they pour water from jugs into different-sized vessels, which cascades down the wall. They squeal with delight as it splashes into the tray, scooping the water to pour again and again. Staff introduce new words, such as 'splash', 'trickle' and 'pour'.
• The leadership and management are very good. Staff work very closely together as a collaborative team. They are supported through inductions, supervision sessions and staff meetings. Training is targeted to develop staff knowledge and skills. Staff say that they feel very well supported by leaders and that their well-being is always considered. This close teamworking ensures that staff share the same vision and expectations for children.
• Staff are working hard to build open, trusting relationships with parents. They share lots of information about children's development and invite parents to be part of the assessment process. Parents comment that staff help them to 'feel like you are in a family' and that 'staff put their heart and soul into caring for children'. Children's welfare is at the heart of everything that the leaders and staff strive for.

What the setting must and should do next

The provider should:

• allow children opportunities to problem-solve more independently before providing solutions.