Astwood Bank Pre-School and Nursery

What is it like to attend this early years setting?

The overall quality of the teaching and learning is strong. Staff know the children in their care extremely well, including those new to the pre-school. Time is spent during the settling-in process really getting to know the children and their families. Many children new to the pre-school arrive keen and eager to access all of the experiences on offer. There is a secure key-person system in place that is used effectively to support children who need more time to separate from their parents.

Children learn how to be kind to one another. Staff support them to develop good manners, consider the needs of their peers and play together. Staff intervene at appropriate times to help children settle disagreements with a fair outcome for all.

The pre-school is well organised most of the time and parents have some opportunities to share their children's ongoing learning from home. Staff plan fun activities that relate to the children's experiences and interests. Activities are designed to help the children settle and feel confident in their new surroundings. This includes being creative and making models of members of their families from play dough.

Alongside a strong focus on children's personal, social and emotional development, staff place a high emphasis on helping children to become good communicators. Many children are confident and articulate. They enjoy chatting with their peers, staff and visitors. Children relish the opportunity to talk about the dressing-up costumes they are wearing and share their favourite books.

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

• The arrangements for settling children in on arrival are very secure. New starters are confident and eager to access the activities. They separate easily from parents and are warmly welcomed by the staff. Children who have short periods of being less settled are comforted by their key person and their individual comforters from home. They are helped to engage with the other children and begin to play. Within minutes they are smiling, engaging in their learning in the environment.
• The curriculum is designed extremely well, emphasising specific areas of learning at the start of the academic year. There is an all-round focus on supporting the personal, social and emotional development of the younger children. For the older children, who have already had experience at the pre-school, there are many opportunities to challenge and extend what they already know and can do.
• Children develop a real love of books. Staff introduce group story time at the earliest opportunity. Staff take into account the needs of the children effectively and separate the younger children from their elder peers. This ensures more support is afforded to the younger children who may need help to sit and listen, and in turn ensures the older children an opportunity for uninterrupted learning. Staff are highly experienced in storytelling, changing the tone and volume of their voice throughout the story to hold the children's attention. Using props, staff create excitement and anticipation that truly capture the children's imagination for the duration of the story. However, during the organisation of story time, some children become a little confused about the room they should be in and where they should be sitting.
• Children with special educational needs/and or disabilities are supported by staff who are knowledgeable about their needs. They are vigilant and alert to any signs of delay. Children who need additional support with regard to their speech and language development are supported at the earliest opportunity, helping to secure swift progress. There is a strong emphasis on working with parents and other professionals to ensure every child has support tailored towards their individual needs.
• Parents are extremely happy with the service they receive. They express high praise to the leaders for their kind, warm and caring approach, sharing this is why they choose this pre-school. Parents strongly appreciate the emotional support and flexible care provided for their children during changes in their lives. They also appreciate how well their children are supported to be ready for school. Parents are provided with many opportunities to learn about their children's progress. However, the arrangements for parents to share what they know about their children's learning from home are less well developed.

What the setting must and should do next

The provider should:

• extend opportunities even further for parents to share what they know about their children's learning at home beyond the induction period
• review the organisation of some group activities to avoid confusion and help children who are new to the setting understand what is expected of them.