Barbara Rose Pre-school

What is it like to attend this early years setting?

Staff know children and their families well. They work closely with parents to find out about children's routines and interests to help children to settle into the pre-school quickly. Parents feel supported and describe the staff as 'nurturing'. The curriculum is well organised, and staff nurture children's interests effectively through play. Children are keen to learn and concentrate for long periods.

Staff have high expectations of children's behaviour. They remind children to use 'gentle hands', and children share without prompting. Children are well behaved and know what is expected of them. When staff ask children to tidy up, they all join in. For example, children carefully put the lids back on the pens before putting them back on the shelf. Children learn to take care of their belongings and the environment.

Staff offer praise and encouragement to help build children's resilience. Children are willing to have a go before seeking help from nearby staff. For example, they persist in putting on their coats, bursting with pride when they are successful. Staff monitor children's progress and seek advice from external agencies to help close any gaps in children's learning, when needed. All children make good progress from their starting points.

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

• Staff skilfully follow children's interests to extend their learning across all areas of the curriculum. For example, staff introduce a travel agent role-play area to develop children's curiosity about travel. In addition, staff share stories with children about different countries to help them learn about the world around them. Staff promote diversity, and children learn about what makes them unique.
• Staff develop children's language well. For example, they introduce new words, such as 'lever' and 'cockpit', as children role play flying a plane. Children sit in rows and fasten their home-made seat belts. They remind adults to use their seat belts so that they 'don't fall out'. Children learn the skills they need to help keep themselves safe.
• Staff promote children's independence. For example, they encourage children to put on their own coats and boots before going outside. However, some staff working with younger children do not consistently support children to follow the routines and expectations of the setting to help prepare them for the next stage in their education.
• Staff provide children with many opportunities to practise their physical skills. Younger children enjoy the sensory feel of pressing bead necklaces into play dough, strengthening their fingers and developing skills that support early writing. Children explore ice with their hands and tools and enjoy using ride-on toys in the garden. However, staff do not always use the space available outdoors to allow children to run around, explore and learn how to negotiate space.
• Older children test their ideas as they pour water using a variety of different-sized containers. Staff support this by using appropriate mathematical language, such as 'deep' and 'shallow', to help prepare children for later learning in school.
• Children develop good hygiene routines and independently carry out self-care tasks. For example, older children attend to their own toileting and handwashing. Staff teach children about oral health, and children talk about when they brush their teeth at home.
• Staff offer children plenty of praise and reassurance when needed. This helps to build children's confidence and self-esteem. Children learn the possible consequences of their actions on themselves and others. For example, staff remind children not to stand up on the chairs in case they fall off and hurt themselves. Children listen to staff and respond appropriately. Children develop empathy and respect for others. For example, they ask how others are feeling.
• Since the last inspection, the provider has organised training to improve how staff assess children's learning and identify their next steps. For example, an external mentor has supported and developed staff's effectiveness in building on what children already know and can do. Staff work with parents and professionals to identify when children might be at risk of falling behind and implement appropriate training and interventions to help support them. Parents say that staff care about their children's future.

What the setting must and should do next

The provider should:

• provide more opportunities for children to move in a variety of ways to further develop their physical skills
• support staff working with younger children to implement the curriculum in a way that consistently builds on what children already know and can do to further prepare them for the next stage in their education.