Ashby Castle Pre-Preparatory School

What is it like to attend this early years setting?

This setting provides all children with the excellent skills and knowledge they need for their future learning. Transition arrangements for children going to school are a real strength. Staff take every opportunity to weave significant words into activities and conversations with children, such as teacher, uniform and independence. Children animatedly discuss their new school buildings, teachers and classrooms. They show highly secure foundations of school readiness and, as result, they are exceptionally well prepared for school.

All children thrive in this wonderful, richly resourced setting. Staff make the best possible use of the stimulating indoor and outdoor areas to develop children's curiosity and ignite their enthusiasm. Children are eager to handle the vast range of animals in the garden. They eloquently explain and carefully demonstrate how to safely and correctly hold tortoises. The highly skilled staff use their vast knowledge and quality interactions to develop the children's language. As a result, children are articulate when talking to peers, adults and visitors. For example, children excitedly discuss the pet millipedes using complex words, such as segments and antenna. Staff ensure that the correct vocabulary is used, such as myriapod, which children repeat to demonstrate their impressive understanding of classification.

Children's self-esteem and confidence is brimming. Staff continually praise, encourage and support children to manage their own risks and celebrate their achievements. Children strive to receive the 'eggchiever' award, so that they can take home a fresh hen's egg and make something delicious to share with their families. They proudly discuss how they use the egg to make breadcrumbs for the chicken nuggets they have at home for their dinner with their family.

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

• Leaders and managers are extremely passionate and have a clear vision for how the curriculum is implemented in practice. This is embedded securely and staff across the setting understand and share the high aspirations. This ensures that all children reach their full potential.
• Children benefit from the highly ambitious and rich curriculum on offer. Thoughtfully sequenced and highly personalised activities ensure that children move on to the next steps in their learning quickly. For example, children in one room competently match objects with initial sound cards repeating 'c, c, camel'. This is skilfully extended in another room when children sound out to write down items, such as strawberries for a shopping list. They independently repeat the sounds in the word and use highly effective visual clues to help with letter formation.
• Staff are exceptional role models and have extremely high expectations for children. As a result, children's behaviour is exemplary. Children know the rules and routines of the setting and they use their excellent manners at all times. At lunchtimes, children sit with patience and anticipation as they wait for their healthy meals. They take turns to carefully pour their own drinks and use a knife and fork with a high level of competence.
• All children have a deep respect for others. They listen to what their friends have to say and cooperate exceedingly. well. For example, in a group activity, children are very kind and sensitive to their friends. As they gently stroke their friends back and offer reassurance they say, 'Don't worry, it will be your turn in a minute.'
• Children have an excellent understanding of how to keep themselves and others safe. They responsibly look around to ensure that they are in a clear space before hitting a shuttlecock. When handling animals, children know to wash their hands afterwards. They competently report that it is to stop germs spreading and to keep them healthy.
• There is a highly effective key-person system in place. Staff have excellent relationships with all children, they know each and every child in the setting extremely well. All staff meticulously track and assess the children and effectively share targets with one another. As a result, each staff member knows exactly how to support all children's ongoing development.
• Children with additional needs make excellent progress. This is because staff quickly identify what these children need and provide first-rate targeted support. The special educational needs coordinator works exceptionally well with parents, outside agencies and schools. This ensures that transition to school is seamless and children's needs are securely met.
• Staff development is a real strength within the setting. Leaders and managers are acutely aware of the individual skills staff have. They work as a team to identify and provide extensive, high-quality training to support professional development. As a result, staff continually reflect upon, improve and share their excellent practice.
• The highly reflective leaders and managers work tirelessly to support well-being and motivate the staff. As a result, morale is extremely high and staff report that they feel valued and proud to work here.