Barnack Pre-School

What is it like to attend this early years setting?

Children arrive confidently and are eager to start the day. They greet their friends and staff happily, settling quickly to their chosen activity. Children show that they feel safe and secure. They talk to staff with ease and show great interest in the building works at the school.

Children are keen to play outside, where they enjoy a wide range of activities that support their physical development. Older children ride balance bicycles skilfully across the undulating grass. They notice the pattern the tyres on the bicycles make on the path after they ride through water. Younger children show immense determination to learn how to ride the tricycle. They listen to staff who show them how to push the pedals to propel themselves along. Children have plenty of time to practise and revel in their eventual success.

Children enjoy listening to stories and looking at books. They build a wide vocabulary as staff explain new words and provide meaningful activities that help to develop children's understanding even more. For example, children enjoy a story about Zog. They develop their thinking skills as they re-enact part of the story to help Zog's friend reach the princess. Children think how they can use interlocking bricks to build steps or create a hoverboard to fly to the princess.

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

• Leaders provide staff with a clear and broad curriculum that helps to sequence children's learning effectively. Staff are qualified and use their professional knowledge well to help children build on what they know and can do when they start at the pre-school.
• Staff take time to get to know children and what they are interested in. They plan well to reflect children's emerging interests, such as when children are captivated by the building works at the host school. Children use trowels to place sand between wooden bricks as they build walls, inspired by the builders. They know the names of the different construction vehicles and their function. Staff teach children about health and safety, for example they explain why builders wear hard hats.
• Parents are very positive about the pre-school and staff. They state that their children are happy and eager to attend. Parents feel well informed about their child's day and the progress they make in learning. They know what their child needs to learn next and how to support their ongoing learning at home.
• Staff state that they feel well supported to fulfil their roles. They reflect on their practice with leaders and identify training and coaching to help them develop their knowledge and skills further. Staff add that leaders have changed some processes to reduce their workload, which enables them to spend more time with the children.
• Staff talk to children and introduce new words as they play. Children join in with songs and rhymes throughout the day. Staff know this is important to support children's good communication and language development. Staff provide children who speak English as an additional language with appropriate support. For example, they ask parents to provide key words and phrases in their child's home language that they use to help children settle and build their understanding. Children are confident talkers and express their ideas and emotions clearly.
• Children are kind and respectful towards each other and to staff. They listen to gentle reminders from staff about using good manners. Staff help children to share and take turns as they play. Older children show kindness and affection towards younger children and frequently check that they are happy. Children build high levels of self-esteem.
• Staff work well in partnership with other professionals. They ensure that children with special educational needs and/or disabilities receive appropriate support when they need it to help them reach their potential. Staff work well with local Reception class teachers to help children prepare for the move to school. Children benefit greatly from regular experiences at the host school, including attending some school events.
• Staff know children well and follow their lead in play. However, they tend to follow routines closely and do not always adapt their practice to meet the needs of the youngest children. For example, staff do not always give enough time and support to help those children who are still learning to follow set routines. Sometimes, small-group activities are lengthy and all children are expected to sit for a long time.

What the setting must and should do next

The provider should:

• enhance staff knowledge and understanding of adapting practice to support younger children and meet their specific needs.