Bodmin Pre School

What is it like to attend this early years setting?

Children are happy, independent and thrive in this caring pre-school. Staff get to know the children and families well and build positive relationships. They gain a good understanding of children's individual needs, interests and stages of development to plan an effective curriculum for all. They inspire children's curiosity through challenges and effective interactions. For example, staff encourage children to think about and explore which toy spiders float and sink. Children are keen to problem-solve and share their thoughts. For instance, they are enthusiastic to test out their theory that the 'big' spiders will sink and 'small' will float. Children are highly motivated learners who lead their own play.

Staff teach children to understand and recognise their emotions. They discuss positive ways to show these and how to communicate feelings. For instance, children learn the names for new emotions. Staff make links to feelings in books they are reading to the children and share ideas for what they can do if they, or someone else feels that way. Children show high levels of consideration. For example, when a children accidentally bumps their leg, they take a toy to them to make them happy.

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

• Leaders have put effective observation and assessment procedures in place. Staff swiftly identify gaps in children's learning and development. They work closely with parents and other professionals to ensure that children with special educational needs and/or disabilities (SEND) are supported well. They use funding for disadvantaged children to meet to the individuals needs of the children. For instance, they use funding to increase the number of staff so children who need adult support can access high-quality learning opportunities.
• Staff support children's ability to become confident communicators. Children learn how to build conversations through social interactions. For instance, staff sit with children for 'snack and chat' where they model how to start and continue discussions. They use visuals, objects and signing with children who are developing their speech and language skills. For example, during the snack times, they use pictures of foods so young children can communicate what they want and join in conversations.
• Staff are positive role models for children. They demonstrate kindness to children through their interactions with them, parents and other staff. They support children to develop an understanding of positive interactions and the impact of their actions on others. For instance, children know that other children may feel sad if a toy is taken from them. However, staff do not always extend this further by supporting children to resolve conflicts for themselves independent of staff interventions.
• Staff help children to develop habits that promote their health. They teach children which foods are good for them and why they need to drink regularly. Children enjoy a variety of nutritional foods and parents know to provide healthy lunches. Children enjoy daily access to the fresh air and learn how exercise and movement makes us 'fit'. They enthusiastically join in 'healthy mover' activities that supports stamina, balance and strength.
• Staff extend children's understanding of the wider world and their sense of place. They provide children with a range of experiences and opportunities that develop their knowledge of the local community. For instance, children interact with members in the local community, such as residents of nursing homes and the police. They celebrate the cultures of the children who attend. Children learn about the foods, houses and locations of different countries around the world. They learn how we can travel to these places and what they can do there.
• Leaders and staff are focused on continual improvement. They share an ambitious vision for the pre-school and are proactive in making changes to the provision. For example, they have redesigned the outdoor area to provide more opportunities for physical play which has improved children's balance and co-ordination.
• Staff take part in regular training that supports the individual needs of the children. For instance, they work alongside SEND specialists in the local school and use what they have learnt to provide effective learning for children. They consistently deliver high-quality care and learning opportunities that ensure good outcomes for children.

What the setting must and should do next

The provider should:

• teach children how to resolve conflicts for themselves to further support their social skills.