Beeches Preschool

What is it like to attend this early years setting?

Staff provide an inclusive setting where all children and families are warmly welcomed. Families are encouraged to speak their home language and children's English-speaking skills are well supported within the setting. Furthermore, children's cultures and languages are included in daily routine activities. For instance, staff say 'hello' at group time in multiple languages, helping children to feel valued and develop a sense of belonging at the setting. Staff are responsive to children's needs, offering comfort and reassurance when children become upset. This helps to supports good relationships within the setting.

Children are highly engaged in their play and have a positive attitude to their learning. When staff invite children to join an activity, they are excited and eager to join in. Children demonstrate good listening skills as they follow the instructions given to them. Additionally, children demonstrate good behaviours and social skills. They wait patiently for their turn during group games and listen to each other. When children have a disagreement, staff are quick to intervene and encourage children to share and take turns with resources. Staff know children well. They track children's learning closely and plan activities that extend on their current knowledge and skills. This helps children to make good overall progress in all areas of learning.

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

• The management team has planned a well-sequenced curriculum that is tailored extremely well to meet the needs of the children who attend the setting. They consider the experiences children receive at home and plan learning opportunities that extend this, such as access to books and outdoor play. This is a vital element that supports children's progress.
• Children's language and communication skills are prioritised. Staff promote reading and share stories with children throughout the day. Children thoroughly enjoy listening to staff read and they point and talk about the pictures they see. Furthermore, staff teach children Makaton sign language to support their communication and model good language throughout children's play.
• Staff provide a range of foods for children at snack time and encourage parents to provide well-balanced and nutritious packed lunches. However, staff view mealtimes as a small part of the daily routine and do not consider the learning opportunities that are available for children.
• Children's mathematical skills are extended well. Staff offer adult-led activities that teach children how to count. They differentiate activities well to extend this further for the most able children. For example, children begin to solve number problems and recognise numerals, extending their current mathematical knowledge.
• Children with special educational needs and/or disabilities (SEND) are very well supported. Staff know children well and understand their care and learning needs. They plan specific learning opportunities to extend their skills and knowledge and work closely with other professionals to support children to a very high standard. Therefore, children make good progress.
• Staff have recently introduced a short group time in the mornings where children come together to say good morning and staff take the register. Children benefit from group activities, and it helps to prepare them for the transition to school. However, staff have not considered the organisation of this well and therefore, children's learning is interrupted.
• Staff provide a large outdoor environment that is focused on developing children's physical skills. Children access a range of equipment, such as balls, ramps, steps and hoops, to develop their large motor strength. Furthermore, staff encourage children to take part in group games, such as hopscotch, and children learn to jump and move in a variety of ways.
• The management team has a clear passion for the work they do with children and go above and beyond to support families. This is reflective of the attitude of staff towards their work. The current staff team has been employed at the setting for multiple years. They feel valued and appreciated for the work they do and thoroughly enjoy their role. Together, they provide opportunities for parents to visit the setting regularly and learn about early years education. Parents are given resources and information that help them to develop children's learning at home.

What the setting must and should do next

The provider should:

• strengthen the learning opportunities available to children during mealtimes
• improve the organisation of daily routines and group times so they do not interrupt children's play and learning.