Barn Owls Pre School

What is it like to attend this early years setting?

Children arrive happily at the warm and welcoming pre-school. They are greeted by the friendly staff, who provide cuddles and reassurance. Children demonstrate their understanding of daily routines as they put their belongings away and find their photo name cards during self-registration. They are confident and demonstrate that they feel safe and secure.

Children have positive attitudes to their learning. They are eager to engage in the rich variety of activities that staff have thoughtfully provided, both indoors and outdoors. Staff provide an ongoing dialogue that supports children's communication and language development. Children learn new words through, for instance, games such as 'Guess the Sound'. They enjoy listening to stories during group time. Staff provide opportunities for children to participate during the story. For instance, staff encourage children to answer questions, repeat phrases and anticipate what happens next. This helps to develop their skills in literacy.

Children have access to fresh air and exercise. Staff provide good opportunities for children to develop their gross motor movements. For example, children practise their balancing skills and develop their core muscles while walking on beams, and they burn energy during races. This supports their good physical development. Children develop an interest in nature. Staff plan activities to support children's understanding of local wildlife. For instance, children enthusiastically work together to find and identify insects during bug hunts. This supports their understanding of the world.

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

• The manager has implemented successful strategies to engage all parents in their children's learning. For example, they are provided with home-learning packs. This helps parents to support children's learning at home. Parents highly praise the 'kind and patient' staff. They comment that they feel 'listened to' and that children are 'thriving'. Staff provide regular opportunities for parents to get to know each other during social events, such as the 'King's Coronation' picnic.
• Staff work harmoniously together. They comment that they feel 'happy and valued' by the manager, who is passionate about developing staff practice. Leaders observe practice to identify areas for development. All staff have regular appraisals and access to ongoing professional development through training. Staff are supported to gain further childcare qualifications.
• Children behave well. Staff remind children of the provision's 'Golden Rules'. Children take turns and share resources. They work together to achieve a common goal, such as using construction materials to create a house. However, at times, staff are not consistent in their response to unwanted behaviour.
• Therefore, on occasion, children do not receive clear messages and may not fully understand what is expected of them.
• The manager and staff regularly reflect on the effectiveness of the provision and implement strategies for improvement. For example, they recently reviewed the outdoor surface with a view to making changes. However, it was decided that the natural curved surface provided opportunities for children to practise their mobility skills and safely manage their own risks.
• Staff know children well. They tailor children's future learning to their ages and stages of development. Staff provide a rich variety of activities, which inspires children's natural curiosity. For example, children enjoy growing sunflowers. Staff regularly encourage them to compare the size of the flower to their individual height. However, occasionally, during activities, staff do not allow children enough time to process what is being asked before moving on to the next question. This means that children do not always have opportunities to share their thoughts and ideas.
• The support for children with special educational needs and/or disabilities (SEND) is good. The manager, who is also the special educational needs coordinator, works effectively with parents and other professionals to ensure the best outcomes for all children. The manager acts with integrity to ensure that children with SEND receive the highest level of support. She works alongside the local authority to access additional funding for children who require individual support. This helps children to make the best possible progress in their development.
• Children develop a good understanding of healthy lifestyles. They learn where food comes from. For instance, staff and children plant herbs together. They enjoy smelling a variety of herbs and using them in imaginary cooking activities. During the routine for snack, children independently wash and dry their hands. Staff encourage children to prepare and try healthy foods. These practices contribute to their well-being and independence skills.

What the setting must and should do next

The provider should:

• support staff to recognise when to allow children more time to share their own knowledge, think their ideas through and respond to questions, to maximise their learning
• strengthen staff's skills in setting clear expectations for children's behaviour during group activities, to help them to understand what is expected of them and to ensure that all children can fully engage in their learning.