Bamford Pre-School CIC

What is it like to attend this early years setting?

Children settle quickly in this warm and welcoming setting. There is a buzz of chatter as children eagerly join their friends and confidently choose activities. For example, children giggle as they take turns using the pretend camera and proudly talk about the photos they have taken.

Children benefit from many opportunities to develop their independence, social skills and language in readiness for school. They show a can-do attitude. For example, during snack time, children make choices, carry plates and pour their own drinks. Children have ample opportunities to develop their social skills and they display positive behaviours.

Expectations for all children are high. Children have developed strong bonds with the kind and nurturing staff. Interactions are responsive to children's individual needs. For instance, staff communicate with nonverbal children using visual prompts. This helps children to fully engage with the curriculum, which supports their learning.

Following the COVID-19 pandemic, staff noticed that some children were a little delayed in their physical development. As a result, they extended the physical activities in the outdoor area to help children to develop their physical skills.

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

• Partnership working is a strength. Parents share examples of practical support they receive. They say that staff go 'above and beyond' to support them with their children's behaviour and learning. This approach provides consistency for children and extends their learning at home.
• Managers support staff well with training. This increases the qualifications of staff and also enhances children's learning through effective teaching.
• The setting has forged strong links with the local school. They have taken on board suggestions to help children get ready for school. For example, children have regular opportunities to develop their self-care skills and make choices. This helps them to become independent learners ready for their transition to school.
• As a result of the COVID-19 pandemic, staff noticed that children needed more support to develop their language, social skills and behaviour. Staff promoted these areas well through the curriculum, which helped children to catch up and make good progress.
• The mathematics curriculum is not as sharp as other areas because staff do not consistently focus on what children need to learn next. For example, children draw around circles and squares and name these shapes confidently. However, children who are more than capable do not have opportunities to learn about three-dimensional shapes. This does not fully challenge children and build on their existing prior knowledge.
• Behaviour is good. Children have a secure understanding of the rules and boundaries. They consider each other's feelings and understand that their behaviour has an impact on others. Children are developing good social skills and form firm friendships with their peers.
• Most aspects of the curriculum intent are clear and implemented consistently so that children make progress. However, targets are sometimes too broad and do not focus on the smaller steps that children need to achieve. For example, some activities lack focus on what children need to learn next.
• Staff make changes to the curriculum where needed. For example, to support children's listening and attention, staff introduced a calming yoga session. This helped children to relax and focus. As a result, they now listen and engage in story time sessions, which supports their early literacy development.
• Early years pupil premium funding is used appropriately. Additional sessions are offered so that the most disadvantaged children can benefit from the full curriculum. Staff also use the funding to buy practical items, such as additional clothing to support children's toilet training.

What the setting must and should do next

The provider should:

• strengthen staff's knowledge of early mathematics so that they offer learning to build on children's existing knowledge
• concentrate more sharply on identifying children's next steps in learning so that their learning is methodically planned and sequenced.