Appleton Roebuck Pre-school

What is it like to attend this early years setting?

The provider and staff create a warm and welcoming environment for children. Children arrive happy and excited to see their friends. They have lots of fun and thoroughly enjoy their time in this welcoming pre-school. Children form positive relationships with the nurturing and caring staff and have strong attachments with them. Staff prioritise children's well-being, which helps children to feel safe and secure.

The management team has a clear and ambitious vision for providing high-quality and inclusive care for all children. They use their knowledge of child development to plan an engaging and sequenced curriculum. Staff set up an enabling environment each day for the children. Children demonstrate positive attitudes to their learning through high levels of curiosity and enjoyment. For example, children enjoy engaging in imaginary play in the doctor's surgery area that staff create for them. They use clipboards to make marks on accident forms and look after the dolls who are unwell. Staff extend children's learning through skilful questioning and interactions. This supports children to achieve their full potential.

Staff have high expectations for all children. They act as positive role models and manage children's behaviour well. Children have secure and consistent boundaries in place that help them to understand what is expected of them. For example, children learn to tidy things away before they move on to the next activity. Staff praise children for their efforts and achievements, which contributes significantly to their emotional well-being.

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

• Staff know children well. They plan a range of adult-led and child-led learning experiences for children. During child-led play, staff follow children's lead well and extend their learning. For example, staff help children to recall their previous learning and name different people who help them, such as doctors and dentists. However, on occasion, the implementation of adult-led activities do not meet the individual learning needs of all children. As a result, children lose interest and are not fully supported by staff to help them to make the best possible progress.
• The new manager has worked closely with her team to make improvements in the pre-school and raise the quality of care even further. She closely monitors staff's performance and accurately identifies where they need further support. Staff receive ongoing training to improve their skills and knowledge. For example, staff use techniques effectively with children that they have learned from recent behaviour training. Staff praise the management team and feel valued and well supported in their roles.
• Staff skilfully promote children's communication and language skills. They place a strong focus on supporting children's speaking and listening skills. For example, children listen with intent as staff read them a familiar story at group time. Children are encouraged to join in and predict what might happen next. Staff support children as they narrate on their play and talk about what they see them doing. They ask children simple questions and give them time to think and respond.
• Overall, partnerships with parents are strong. Parents praise the dedicated staff team and describe how welcoming staff are and how quickly they help children to settle in. Staff keep parents well informed about their children's day through photos and daily conversations. They provide a wealth of information to support children's learning and development at home. For instance, they share the weekly book focus to encourage parents to read at home with their children.
• Staff fully support children's growing independence skills. Children confidently choose what they want to do at the pre-school and lead their own play. Staff support children to tend to their own care needs, such as washing their hands. Children use tongs to serve themselves fruit at snack times. This supports children to develop the necessary skills to enable them to transition on to school.
• Staff teach children about leading healthy lifestyles. Children have daily opportunities for outdoor play to develop their physical skills. They delight as they climb on barrels and play football together. Staff provide guidance to parents when children first start at the pre-school regarding healthy packed lunches. However, staff do not consistently reinforce this message. For example, some children bring drinks which are high in sugar and eat sugary treats from their packed lunches.
• Staff form excellent links with other providers, including the local school. Teachers visit the pre-school to meet children and children attend school events, such as sports day. This enables staff to ensure continuity and consistency for all children's learning across the different provisions.

What the setting must and should do next

The provider should:

• strengthen the implementation of adult-led activities to embed children's learning and help them to engage and make the best possible progress
• enhance partnership with parents even further to share clear expectations around healthy food and drink choices for their children.