Bassingham Preschool and Tree Tops

What is it like to attend this early years setting?

Children are happy and independent learners. They pour their own drinks, find their own belongings and are very proud to show visitors that they can put on their own coats. Staff celebrate children's achievements. The preschool has low level storage so children can access resources independently. They play in small groups, taking turns and sharing. Children have a positive attitude to learning and are eager to join in. When staff begin an activity, children rush to join. Children listen carefully and follow instructions. They talk about their learning and give their ideas. When space is limited, children patiently wait their turn.

There are high expectations for all children. They are encouraged to support younger peers, and there is a helper of the day selected each morning. The helper assists staff to serve snack and is given responsibilities throughout the day. Children, therefore, develop a sense of belonging at the setting and feel appreciated. Children are helpful and follow instructions. When a child drops a basket of toys, others rush to help their friend tidy up again. They work as a team to carry the basket and put it away. Children learn good social skills and develop an understanding of how others are feeling.

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

• The manager has constructed a curriculum that focuses on communication and language development and personal, social and emotional skills. This has been identified as an area of need, following the COVID-19 pandemic. The preschool room is split for different ages of children to provide them with a calmer and smaller environment. Through reflection, the manager has found this supports children's emotional needs.
• Staff talk confidently about their key children. They build on what children already know and can do and have clear intentions for all children's learning. Staff work in partnership with parents and other professionals. However, sometimes staff do not share ideas with parents about how they can extend their child's learning at home to help them achieve their individual learning goals.
• Children develop a love of stories. They spend time looking through books with peers and talk about the pictures they see. Children listen carefully as staff read with enthusiasm and excitement. Staff ask children questions to keep their attention and focus. Children remain engaged and develop their language skills effectively.
• Staff provide children with opportunities to develop their gross motor skills. Children use the tricycles and scooters to ride around the garden. They carefully balance as they walk across beams, and staff support younger children when needed. Children develop core strength and ability.
• Staff encourage children to develop their mathematical language and skills throughout everyday routines. They discuss the different size of objects and compare lengths. Children count the flowers they have painted and staff extend children's learning by asking questions. However, staff do not always give children time to explore and experiment to find out new things and solve problems.
• The manager ensures all new staff undergo relevant checks to confirm they are suitable to work with young children. There is a robust induction process that is followed for all new staff. Staff are provided with ongoing support and supervision. They reflect on their practice, and training opportunities are provided to enhance their skills.
• The manager has built an excellent partnership with the local school to support children's transition to their next stage of learning. Pre-school children visit the school regularly and meet with the teachers throughout the year. Children attend the school assembly once a week. The manager provides information for class teachers during the summer term, and organises extra support for children with special educational needs and/or disabilities. This means, children are familiar with the school environment, they build relationships with teachers, and all staff are fully aware of children's needs.

What the setting must and should do next

The provider should:

• improve home learning further, so parents can support their children with their individual learning at home
• develop staff's understanding of how to consistently support children to explore, experiment and find out things for themselves