Bollington Pre School

What is it like to attend this early years setting?

Children receive a positive start to their education at this pre-school. They eagerly arrive in the morning. A highly-engaging environment supports children's learning and development. Children show curiosity and explore their surroundings with confidence. They have access to a sensory room which provides a calming space that helps them to relax. Outdoors, children of all ages play together. They form strong friendship groups where younger children learn from the older ones.

Children develop positive relationships with staff which helps them to feel settled and safe. Staff's interactions are thoughtful and sensitive to not disturb children when they are deeply engaged in play. Children learn through the support staff provide as children play. For example, as children build towers, they learn to count the number of bricks they use. Interactions such as these challenge children and help them to make good progress.

Staff have high expectations for all children, in particular those with special educational needs and/or disabilities (SEND). Children listen to adults and follow instructions. Familiar routines help children to behave well. For instance, when children hear the tambourine, they know that it is time to sit on the rug. Children seek comfort from staff. For example, when children do not want to leave, a staff member reassures them that they will be coming back to pre-school tomorrow.

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

• Staff have in depth knowledge of their key children. They understand where children are up to in their learning and use this information to decide what to work on next. This helps to ensure that children's knowledge and skills build over time.
• Children are encouraged to develop their independence in a variety of ways. They wash their own hands and independently put on their own coats. Children develop the skills they need to thrive when they go to school.
• Provision for children with SEND is exceptional. Staff are quick to identify when children may need additional support. The special educational needs and disabilities coordinator (SENDCo) attends training to help her to fulfil her role. She works closely with a range of other professionals and outside agencies. Children with SEND get off to a flying start.
• Pre-school children develop their social skills as they eat their lunch together. Adults who eat close by engage them in conversation. This promotes children's communication and develops their mastery of positive social interactions in readiness for school. However, during mealtimes, staff working with toddlers do not consistently utilise opportunities to develop children's communication and social skills. This means that children's development could be extended further.
• Children are encouraged to consider and take appropriate risks. For instance, staff monitor children closely and remind children to be careful as they use real hammers to press flowers. They discuss how children can keep themselves and others safe. This also helps children to develop their confidence and self-esteem.
• Children develop positive attitudes towards one another. They demonstrate good manners. For example, children sing and sign the 'please and thank you' song before meals. The setting has a culture of equality. Children understand that they are all unique and differences are celebrated. For instance, all staff have attended a 'sing and sign' course. They now sign regularly and they are teaching children this new skill. This helps to support the inclusive environment where all children feel like valued members of the group.
• The manager is passionate about developing the setting and strengthening the impact it has on children. She acts with integrity to ensure the setting continually improves. The staff team praise the support they receive from the manager. Mandatory training is kept up to date. Members of the committee are experienced and knowledgeable. They understand their roles and provide support to management.
• Additional funding is used to provide extra support when needed. This has a profound impact on children's progress. Children's progress is monitored closely. Staff plan next steps that focus sharply on what is achievable.

What the setting must and should do next

The provider should:

• support staff to successfully extend younger children's communication and social skills through every day routines.