Bloxham Pre-School

What is it like to attend this early years setting?

Staff greet children warmly as they arrive full of enthusiasm for the day ahead. Children immediately engage with the inviting learning experiences that staff plan to support their learning. Staff immerse children in an environment that is rich in language. Children hear and absorb ambitious vocabulary as they playfully engage with staff. For example, when children print with paint and shapes, staff introduce words such as 'squeeze'. Staff repeat this as children are encouraged to squeeze the paint onto their pallets. Staff skilfully weave mathematics into children's play. Children learn the properties of different shapes and count confidently. They problem-solve as staff encourage children to consider how many are left when one item is taken away, building on their learning.

Children show a strong awareness of routine and what is expected of them. They forge excellent relationships with staff and each other. They behave exceptionally well, and staff are extremely effective in embedding high expectations for children's behaviour. Children learn to recognise and reflect on their emotions and feel secure to express themselves. During outdoor play, staff provide children with varied opportunities to be physically active. For example, children are keen to complete their morning activity of running around the track, and they delight in the opportunity in the afternoon to play hide and seek with staff and their friends. Overall, children make good progress and have fun in this child-centred and nurturing setting.

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

• Staff and leaders are passionate about their roles and want all children to achieve their full potential. They promote children's communication and language skills effectively. For example, staff encourage children effectively to think as they start meaningful conversations, introduce vocabulary and encourage children to share their views and experiences and extend their sentences. As a result, children become confident communicators.
• Staff plan a curriculum that is highly effective to support children to build positive attitudes to learning. Staff empower children to be independent, to carry out tasks for themselves and to make their own choices. For example, children learn how some decisions are made democratically. They understand the meaning of to 'vote', such as for the most popular story at group time. Children demonstrate high levels of determination, perseverance and concentration. They grow in confidence and curiosity. This is an outstanding aspect of the setting.
• The effective key-person arrangements mean that staff know the children well. They gather information from parents about what children already know and can do. Staff use this information effectively to plan activities that interest children and build on what they need to learn next.
• Overall, children learn many skills for their future. However, at times, staff do not fully consider the most beneficial ways to offer activities to engage children in learning. For example, they do not focus on the best possible intended learning when sometimes they rely on the provision of colouring sheets.
• Children with special education needs and/or disabilities are supported well by staff. Any gaps in children's development are identified quickly. Staff work closely with parents and other professionals to plan and support children's needs and ensure that all activities are inclusive.
• Children demonstrate a strong desire to explore things for themselves. They become deeply immersed as they explore and mould play dough to make shapes or practise using scissors to cut a variety of resources. Although staff support children to develop their muscle strength in preparation for early writing skills, staff do not always consider those children that need more opportunities to develop their grasp of tools before moving them on to writing recognisable letters.
• Partnerships with parents and carers are well established. Parents say their children are happy and settled, and they feel incredibly supported as a family. Communication is effective and parents receive regular updates on their children's progress and next steps, which includes ways to continue children's learning at home. Staff build strong relationships with the link primary school foundation unit. This supports many children's smooth transition on to school.
• Leaders have robust recruitment procedures in place to ensure that all staff and committee members are suitable. They monitor staff's practice and seek views and contributions from parents, which helps the pre-school team to reflect and make improvements. All staff receive regular supervision sessions and extend their knowledge through continued professional development opportunities.

What the setting must and should do next

The provider should:

• support staff to plan and implement more practical activities and consider the best ways to achieve the intended learning outcomes
• enhance opportunities for those children who need to build their hand strength and coordination to further support their early writing skills.