Barrow Village Pre-School

What is it like to attend this early years setting?

Leaders and staff are highly ambitious and motivated to give the best possible start to all children. Their inspiring environment, both indoors and outdoors, allows children to be free, independent and follow their curiosities. Children arrive extremely happy, and staff welcome them with smiles and warm greetings. Children leave their parents with ease. They wave to them while making their way to their chosen activity, which they immediately become engrossed in. Children are secure and ready to start their day.

Leaders have created a unique curriculum that allows children to reach their full potential. Staff are extremely skilled and offer just the right amount of support by way of open-ended questioning. This allows children to develop their problem-solving abilities. Children benefit from a personalised learning journey that meets their individual needs. Children who attend the setting make rapid progress in their learning and development. Children with special educational needs and/or disabilities (SEND) receive exceptional support. Staff are quick to identify and act on any concerns, ensuring that children receive additional support at the earliest opportunity. Consequently, children with SEND flourish.

Leaders and staff provide purposeful learning opportunities that stimulate a language-rich environment. Staff use their skills to initiate two-way conversation. They introduce and model new language. Staff use opportunities to highlight rhyming words, initial sounds and mathematical language. Children experience a wide range of language. For example, they recall the word 'chlorophyll' and share that it is the green pigment in leaves. Children are captivated by the innovative learning experiences staff provide, and as a result, their behaviour is impeccable.

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

• Leaders have designed a detailed curriculum that stimulates learning. This allows children to gain fundamental skills and knowledge for life-long success. Leaders have a comprehensive oversight of what they want children to learn and how best to achieve this.
• Leaders and staff have an expert understanding of how children learn. Every member of staff has a deep understanding of the curriculum. Staff recognise and prioritise children's individual needs.
• Leaders have embedded a robust key-person system. Staff know the children extremely well and monitor children's progress thoroughly. They complete regular assessments to celebrate children's progress and identify gaps in learning, allowing early intervention if needed.
• Leaders and staff critically analyse daily practice, which informs future learning opportunities. They pride themselves as having 'no limits' to what children can achieve, and they continually strive to provide them with the absolute best opportunities.
• Leaders and staff have high expectations for children's behaviour. Staff consistently model respectful behaviours and boundaries. Children are listened to and know what they say is important. Staff consistently praise children for their achievements, no matter how small. Children follow simple rules and regulate their own behaviour. Children thrive socially and personally.
• Dedicated staff provide children with an extensive range of purposeful learning opportunities. They encourage children to be active and engage in their chosen play. Their attentive teaching and calming guidance encourage children to 'have a go'. This enables children to extend their curiosity and deepen their concentration. Teaching is exemplary.
• Staff consistently immerse children into a language-rich environment. Children have many opportunities to read, write and develop their number skills. Staff model a wide range of vocabulary, which fosters children's language and literacy abilities. Being in tune with the children allows staff to tailor activities to their individual age and needs. Children are excellent communicators.
• Leaders and staff provide children with a varied and challenging outdoor curriculum. Children benefit from many opportunities to engage in energetic play outside. For example, they develop their large-muscle skills and coordination as they manoeuvre sit-in cars and laugh as they 'bump' into their friends.
• Staff use their local environment and provide opportunities to further encourage children to take measured risks. For example, children regularly access the local forest where they are free to explore, run, climb and be with nature. They develop a wonderful knowledge of the world around them.
• Leaders go above and beyond to develop inspiring partnerships with parents. Parents express extremely high levels of satisfaction. They talk highly of the staff and the care and education their children receive. Parents talk of the progress their children have made in a short time since joining the setting. They praise the flexibility of leaders and staff to fully support children with complex needs.