Bar Hill Preschool CIO

What is it like to attend this early years setting?

Children demonstrate their enjoyment of spending time at this welcoming setting. Staff's gentle, nurturing approach and their commitment to understanding each child play a key role in helping children to settle and they quickly build secure, trusting relationships with staff. Staff have high expectations and model inquisitive behaviour. Children frequently mirror this as they play. For example, children work together to build models with large construction blocks, wondering how they can balance these effectively, and confidently trying different methods until they succeed. Daily opportunities such as this aid children in gaining valuable skills that support them when they move on to school.

With sensitive staff support, children are gaining a good understanding of how their behaviour affects others, often resolving minor disputes independently. They help create displays about emotions, referring to these to help describe how they are feeling. Staff take care to ensure that all areas used by children are safe. Their ongoing explanations support children in understanding safety. For instance, children use tools, such as scissors and tape dispensers, safely and effectively. Well-implemented routines, such as washing hands before eating, and ongoing activities, such as cleaning model teeth, support children in gaining a good understanding of healthy lifestyle practices.

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

• All staff demonstrate a sincere commitment to their work. This is apparent in their resolve to understand each child and to do their best to ensure that all children make good progress. They make good use of additional funding to further support children's development. Staff receive regular supervision that aids them in continuing to review and develop their practice.
• Staff observe and assess children well. They understand what children are learning and plan the next logical steps in this. Staff's skill in noting areas where children require further support is a key strength and they take the earliest opportunity to involve further professionals when needed. This helps to ensure that children with special educational needs and/or disabilities receive pertinent support.
• Staff ensure that children have lots of interesting things to talk about, helping to build on their language and communication skills. For instance, children eagerly 'purchase' items from the role-play shop. They look at the labels and name the items, using their language skills as they organise the use of conkers as money.
• Children demonstrate a great enjoyment of books and reading. They choose favourite stories, remembering the author and illustrator. They join in with repeated refrains and confidently predict what happens next. When staff ask questions about the book, children carefully consider these, using their knowledge of the characters to put together their answers.
• Staff interact well with children, encouraging them to extend their play and build on their skills. For example, children participating in junk modelling work out how to join pieces, experimenting as they cut string, tape and ribbon. Children express their creativity as they use leaves, conkers and sticks to create pictures.
• Thoughtful activities support children in appreciating differences and understanding the wider world. For example, children visit local places of worship and talk about their family beliefs. They visit a local war memorial and staff sensitively explain this. Children recall this knowledge when they stand quietly on Remembrance Day.
• Partnerships with parents are good. Parents speak highly of the setting, noting staff's caring approach and how they offer children a good balance of indoor and outdoor play opportunities. Staff communicate well with parents and support them in building on their children's learning. Furthermore, staff work well with other providers caring for the children. They share information and ensure there is a consistent approach to children's care and to promoting their development.
• Staff pay attention to children's needs and usually take account of these in the daily routines. However, on occasion, staff follow routines more rigidly, such as at times of transition between activities and snack time. At these times, children who have become absorbed in their play are interrupted and cannot continue this and pursue their ideas and learning.

What the setting must and should do next

The provider should:

• review daily routines, such as at times of transition, so that all children can remain engaged and have opportunities to continue their play when appropriate.