Bedford Road Preschool

What is it like to attend this early years setting?

Children enjoy the welcoming environment of the pre-school, where staff prioritise children's individual needs and interests. Children arrive happily and settle quickly with support and reassurance from the nurturing staff. Staff recognise and respond to children's emotional needs, ensuring they feel safe and secure. This strong foundation helps children to explore their surroundings confidently and engage with their peers.

Building positive relationships with children and families is central to the staff's approach. Staff use home visits to learn about children's routines, interests and family dynamics, which helps them create a personalised and supportive environment. Displays of children's families further strengthen their sense of belonging, helping them feel part of the pre-school community. Staff take time to listen and respond thoughtfully to children, creating an environment where they feel valued and supported.

Children enjoy meaningful and exciting activities that encourage exploration and discovery. They investigate ice and water, sparking curiosity and creativity as they ask questions about 'how' and 'why'. Activities are appropriate for children's interests and abilities, helping them stay engaged and motivated. Staff encourage children to try new things, practise skills and build on their existing knowledge, helping them progress with their learning.

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

• Regular assessments help staff to identify areas where children may require additional support quickly. They work closely with parents and external professionals to create targeted plans that ensure children receive appropriate support. This collaborative approach helps all children make progress, including those with special educational needs and/or disabilities (SEND).
• Staff plan next steps for children that build on what they know and can do. They focus on teaching the skills needed for future success. For example, fine-motor tasks, such as threading and using tools, help children develop the strength and coordination needed for early writing. Opportunities for balancing and climbing promote core strength and encourage children to take risks, helping them build resilience and confidence in their abilities.
• Staff support children's language development through meaningful interactions and conversations. They ask open-ended questions, such as 'What do you think might happen?' to encourage children to think critically and express their ideas. These interactions help children develop their vocabulary and confidence in communication.
• Parents are kept well informed about their children's progress through ongoing discussions. Termly consultations and practical suggestions for learning at home provide parents with the tools to support their children's learning. This consistent partnership ensures parents contribute to their child's development and helps build trust between families and staff. Parents speak highly of the staff and praise them for the support they receive.
• The manager and her team are passionate about their roles and share a clear commitment to driving improvement. Training opportunities for staff reflect the needs of the children. For example, therapeutic play training has enhanced the staff's understanding of children's emotional well-being. The manager supports the team through regular discussions about their professional development and personal well-being, creating a positive and motivated workplace culture. This helps staff to feel valued and equipped to deliver effective teaching and care.
• Staff use positive redirection techniques to manage children's behaviour, such as reminding children to use their 'walking feet,' which helps guide behaviour in a constructive way. They also work with other professionals to support children's individual behavioural needs. However, the approach to behaviour management lacks consistency, as staff have not established clear and shared expectations. While some staff effectively address low-level disruptive behaviours, others are less consistent in reinforcing boundaries. This inconsistency makes it harder for children to understand and manage their own behaviour.
• Children engage in conversations with staff and learn good table manners, such as saying 'please' and 'thank you' during snack time. However, staff have not considered how best to use the routines of the day to promote children's higher level of independence.

What the setting must and should do next

The provider should:

• develop the use of daily routines to increase opportunities for children to develop self-help skills and independence
• ensure that all staff implement consistent behaviour management procedures so that all children gain clear and consistent messages about what is expected of them.