Belgrave Pre-School Playgroup

What is it like to attend this early years setting?

Children relish their time in this bright and welcoming pre-school. They demonstrate good physical dexterity in the garden. For example, they manoeuvre large hollow blocks, carefully navigating around their friends. Children laugh infectiously as they take turns rolling apples down drainpipes. They comment on which ones they think will make the biggest 'splash'. Staff carefully consider their interactions with children. They give clear and consistent messages about children's behaviour. Staff model good manners and the behaviours they expect very well. Children form close friendships and become deeply engrossed in their play.

Staff place a strong emphasis on supporting children's communication and language development. They support children to develop a love of books. For example, staff make books available in all areas. Staff read with enthusiasm. Children delight in the interactive way that story times are delivered. Staff encourage parents and carers to extend their children's love of reading at home. The pre-school offers a weekly book swap. Children enjoy choosing and sharing these books with their families.

Staff, who act as excellent role models, promote children's emotional security well. They encourage children to develop their independence and have a 'can-do' attitude to learning. Children show high levels of concentration as they carefully pour their own milk at snack time. As a result, children become capable and confident individuals.

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

• Leaders are committed to providing a high standard of care and education for children in the local community. The pre-school has been running for many years, and parents speak fondly about the personalised support they receive. The pre-school committee plays an active role in its continued success by sourcing funding and managing the business aspects of the setting. This helps to secure the future of the pre-school for years to come.
• The pre-school has well-established links with local schools and external professionals. Leaders act with integrity in using the funding the pre-school receives. They go above and beyond to provide a flexible and inclusive service to all families. Children who speak English as an additional language progress very well. Staff forge close partnerships with parents and learn words in their home languages to support children to develop a good grasp of English. This helps to ensure that all children receive the relevant support and intervention to help them to make good progress.
• Children access a broad and balanced curriculum that helps to ensure that they embed skills across all areas of learning. Staff follow children's interests and provide plenty of opportunities for children to explore freely and lead their own learning. However, at times, the implementation of the curriculum is less consistent. For example, staff do not consistently adapt activities to suit all children's precise stages of development or sharply focus on the skills they need to learn next. This does not help to extend all children's learning.
• Good hygiene practices and healthy habits are effective across the pre-school. Staff teach children to become increasingly independent in managing their personal needs. They support children to learn about healthy lifestyles. Children enjoy growing fruits and vegetables in the pre-school garden. Staff offer parents information on topics such as nutrition and healthy packed lunches to continue supporting these processes at home.
• Children benefit from excellent links with the on-site primary school. They are well supported through discussions and regular visits for their transition to this school. However, some children currently attend other settings as well as the pre-school, and others will be moving on to different schools. Leaders have not prioritised forging secure links with these other settings. Therefore, effective strategies for strengthening children's ongoing progress are not in place.
• Leaders value their long-serving staff team and place a strong focus on their well-being. A programme of training, supervision sessions and an open-door policy for any concerns support all staff to achieve their full potential. Staff say they feel supported and work tirelessly to ensure that the pre-school continues to meet the needs of the children and the community it serves.

What the setting must and should do next

The provider should:

• place more emphasis on implementing the curriculum by adapting activities so they are more sharply focused on the skills children need to learn next
• strengthen partnerships with the other settings that children also attend, to share information to help children to make the best progress possible.