Birdham Pre-school

What is it like to attend this early years setting?

Children confidently enter the pre-school and swiftly settle in to explore and learn. They know where their favourite toys are, and readily make choices about what to play with and where to play. Children enjoy long periods of uninterrupted time to learn, freely moving indoors and outdoors. They show they are motivated learners who are keen to explore the stimulating learning environment that staff provide.

Staff plan a varied curriculum to support all children's learning. They adapt their teaching well to meet children's individual needs. For instance, younger children benefit from being in smaller groups to explore age-appropriate toys in a quiet area. Older children learn to sit and listen to stories in a group and take part in group games.

Staff teach children in many ways through daily routines and as they play. For instance, staff help children hear good manners as they model words for them to use. Staff encourage children to be independent. For example, children make decisions about how much water they add to the water tray. They know how to ask for help, such as when the tap needs turning off. Children learn the skills they need to move on to the next stage in their education.

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

• Staff make effective use of assessment to plan further support for children's learning. They plan activities that build on what children already know and can do. For instance, children delight in 'making mud' as they compost their fruit peelings. Staff help children understand that compost is food for seeds and plants, as they grow their own vegetables. Children listen attentively to what staff say as they have lively discussions together about planting and growing. They are curious learners.
• Children enjoy running and climbing freely outdoors in the garden and forest areas. Staff encourage older children to consider if they feel safe, such as when they climb and balance along beams. Staff are attentive and support younger children to join in the active play. Children particularly enjoy the outdoor swing, taking turns as they play. Staff support and encourage children's physical development well.
• Staff help children to recognise their feelings and emotions. They understand when children may need help and support. For instance, staff know when children are overwhelmed and understand what helps to calm them down. Staff are positive role models for children. They are close by to help children to regulate their behaviour when necessary.
• Children hear many new words as they play. Staff are skilful, such as when they comment on what children play with and do. For instance, when children talk about sleeping in tents, staff teach them the meaning of the word camping. Staff use visual aids to help all children understand what they say. All children have good support to help them to communicate their wants and needs.
• Children with special educational needs and/or disabilities are swiftly identified. Staff make and implement plans to help close gaps in children's learning. They use additional funding effectively for children to help them make good progress. For instance, they buy resources that promote children's engagement in their play and learning.
• Staff build positive partnerships with other settings that children attend. This helps to provide continuity for children's care and learning. The key-person approach is effective and staff know children well. However, staff do not fully consider further ways to gain and share relevant information with parents during children's first days at pre-school to help staff support children's emotional well-being more securely.
• Generally, staff deploy themselves well to support children as they play and learn. They mostly manage the day-to-day running of the pre-school effectively. At times, staff do not fully consider all children's needs. Occasionally, staff do not recognise when some children need more support.
• Managers know the staff team well and where they need support. They actively encourage staff to continue to develop their skills and knowledge, such as through training. Staff have recently attended training to develop their use of sign language with children. This helps children who are not confident to use spoken words to communicate their needs.

What the setting must and should do next

The provider should:

• review and improve how information is gained and shared with parents when their children first start, to help staff promote children's emotional well-being
• strengthen staff practice during busier times of the day, so that children's needs are more consistently met during these periods.