Aycliffe Drive Pre-School CIO

What is it like to attend this early years setting?

Children form secure attachments with friendly staff, who they seek out for comfort on arrival. As they settle in, they explore the wide range of resources available to them. For example, children keenly engage in painting activities with staff, who help to develop their mathematical vocabulary. Children learn new words, such as 'oval' and 'zigzag', as they paint different shapes. This also helps to develop children's pre-writing skills. They demonstrate good focus and concentration as they practise threading cotton reels onto string. They are pleased with their efforts and smile when praised by staff.

Outdoors, children develop their physical skills as they ride on bicycles and climb on climbing frames. Children benefit from the nearby pond and wooded area, which stimulates their interest in the natural world. For example, they watch and learn about the life cycles of frogs and caterpillars over the seasons.

Children's behaviour is good. They are gently encouraged by staff to share and take turns. Children learn about the pre-school rules. They understand the importance of walking inside and taking care of the pre-school resources. When the bell is rung, children respond quickly to staff's instructions to help to tidy up. Children are friendly and confidently speak to visitors.

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

• Managers of this pre-school are passionate to deliver an inclusive setting for all. They implement a curriculum that aims to develop children's knowledge and skills in each area of learning. The effective key-person system ensures that staff know children well and accurately assess their developmental progress. This helps staff to identify any gaps in children's learning and development and to provide well-planned interventions with support from professionals. As a result, children with special educational needs and/or disabilities make good progress.
• Children develop a love of books. They are regularly exposed to immersive storytelling activities, where they recall phrases from their favourite books and stories. Books are accessible everywhere in the pre-school. This encourages children to enjoy books independently. As a result, children's pre-reading skills blossom.
• Staff support children to gain a good understanding of healthy lifestyles. For example, children independently wash their hands before eating. They use jugs to pour their own drinks and make good attempts to put on their outdoor shoes. However, staff do not consistently encourage children to complete tasks by themselves, such as peeling and cutting up their fruit, to further promote their independence.
• Children show good levels of communication and language development. This is supported well by staff, who use sign language and visual cards in their communication with children. For example, as children gather for registration, staff say and sign 'Good morning' to each child. Picture cards support children to understand what happens 'now and next' during the day. As a result, all children, including those who speak English as an additional language, become effective communicators.
• Managers make good use of funding to ensure it has a positive impact for the children it is intended to help. For example, staff create and provide 'take home packs' for children to borrow and share with their families. Staff recognise the impact the COVID-19 pandemic has had on children's personal, social and emotional development. Therefore, an effective settling-in process is used to support each child as they begin their pre-school journey.
• Effective partnerships with the attached nursery and school ensure children's transitions are smooth and successful. Additionally, partnerships with childminders ensure children's needs are communicated effectively.
• Parents speak positively about the pre-school and staff. They appreciate the effective communication methods used to ensure they are fully aware of their children's development and next steps in learning. Parents feel fully supported by the kind and caring staff, who promote an open-door policy for all.
• Staff feel well supported through regular team meetings and individual supervision sessions. They benefit from ongoing training to help them keep their knowledge and skills up to date. As a result, staff create a happy, positive environment for children to enjoy.

What the setting must and should do next

The provider should:

• provide more opportunities for children to do things for themselves, supporting them to develop their growing independence and helping them to become ready for school.