Blofield Pre-School Playgroup

What is it like to attend this early years setting?

Children are wonderfully well-cared for from the moment they arrive at this friendly, nurturing pre-school. Effective key-person systems means that children build trusting and affectionate relationships with staff. This has a positive impact on their well-being. Children rush over to greet staff and cuddle closely with them to chat and play. Staff notice when children appear hungry or tired, ensuring their needs are met promptly.

Staff use their understanding of the children in their care to provide a stimulating learning environment. As a result, children are motivated and confident learners. Children immediately become deeply engaged and busy in their play. They use their imagination in role play 'schools', pretending to be teachers. Children show kindness, waiting for their turn to use white boards to take the 'register'. Staff encourage and nurture these positive relationships, praising children for their kind behaviour. As a result, children make and maintain caring and respectful friendships.

Consistent routines and expectations further promote children's feelings of safety and security. Staff establish clear boundaries and rules and give gentle reminders throughout the day. As a result, children show cooperation and follow instructions well. Older children are beginning to find their own resolutions to minor disputes. For example, they use sand timers to indicate when it is their turn with popular toys.

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

• Staff support children's communication and language development. They speak clearly and model the correct pronunciation of words. Staff introduce new vocabulary, which builds on children's knowledge and curiosity. For example, children investigate pretend mini-beasts. Staff show children scorpions, describing how they sting with a 'nippy tail'.
• Staff plan a curriculum for children based on their interests and needs. They use assessment procedures effectively to track children's progress. Staff communicate as a team and regularly evaluate the curriculum and its impact on children's learning. As a result, children make good progress.
• Staff support children's independence. Children complete small tasks for themselves such as hanging up their belongings and managing their own self-care. They show proficiency in serving fruit and pouring drinks at snack times. Children know the routines and happily clear away their own used plates and cups.
• Children thoroughly enjoy time playing outdoors. This contributes to their overall good health and well-being. Older children manoeuvre bikes and scooters around obstacles and over ramps. Toddlers build their muscle strength digging in sand and filling containers with dried pasta. Staff extend children's physical experiences through regular visits to the local park.
• Children develop their resilience and critical thinking skills. Toddlers turn wooden screws and work out how to balance cars on top. Older children use construction sets to make towers and bridges. They collaborate to decide how best to secure their models to the bottom of slides. They tell visitors, 'This is tricky' and keep trying until they achieve their desired outcome.
• Parents describe staff as 'incredible' and reflect that choosing the pre-school was the 'best choice'. Parents comment that staff care for their children very well. They appreciate the range of activities the pre-school offers. However, some parents say they would benefit from more detailed information regarding their children's next steps and how to help with their learning at home.
• Children with special educational needs and/or disabilities are supported very well. Staff promote an inclusive environment that meets the needs of all children. They engage with a range of outside agencies and ensure referrals are made swiftly. Staff are wonderfully in tune with children, anticipating their needs and interpreting non-verbal gestures expertly.
• Staff seize every opportunity to reinforce counting, shape and colour recognition. Children count pictures as they listen to stories and look in a 'magic bag' to match two dimensional shapes. Children use the language of size in their own play. They proudly show their 'giant' and 'small' play dough cakes.
• Staff form a strong team and show a commitment to improving outcomes for children. The manager and deputy manager provide clear and cohesive leadership. They give support and direction to staff and ensure they are well prepared for their roles. Staff feel valued and appreciated and say they love working at the pre-school. The manager works closely with committee members to share her vision and ambition.

What the setting must and should do next

The provider should:

• strengthen information provided to parents regarding their children's next stages of learning, to help them support and continue learning at home.