Bolnore Village Pre-School Ltd

What is it like to attend this early years setting?

Children enjoy exploring in this exciting learning environment. They learn through investigating and using their senses. For instance, they smell the different herbs that have been planted in the garden. There are high expectations for all children, including children with special educational needs and/or disabilities. Leaders want children to learn to problem solve, develop their communication skills and to grow in confidence.

Children are encouraged to be creative. They are given freedom to express themselves through craft activities. For example, they use play dough to create colourful monsters, adding in feathers, pipe cleaners and plastic eyes. Children develop their imaginations while playing alongside their friends. They pretend to work in a café, serving tea and coffee to each other. Children are developing the skills they need in readiness for the next stage in their learning.

Children's behaviour is good. They follow the routine of the day and know what to expect next. For instance, when the bell rings they quickly go to sit on the carpet to get ready for the next activity. Children form trusting relationships with their key person and feel safe and secure in the setting. They are confident and independently access the resources in the environment.

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

• Leaders are passionate and knowledgeable. They take pride in their professional development and use the knowledge they gain to develop the provision. For example, training on communication and language has led to leaders introducing visual prompts within the environment with new vocabulary on. Staff use this language with the children to broaden their vocabulary.
• Staff focus on developing children's personal, social and emotional skills. They give them lots of praise, which helps to build their self-esteem and confidence. When children need support to resolve a conflict, staff intervene quickly, getting down to the child's level and helping them to find a solution.
• Children grow in their independence. They put on their coats when it is time to go in the garden and hang them up when they come inside. Children sit nicely during snack and mealtimes as they chat to their friends. Children learn to line up at the door. They help adults to tidy their environment and learn to look after resources. Children are well prepared for the next step in their education.
• Staff's interactions with children are good. They play alongside children and help to scaffold their learning. For example, children play hook the duck in trays of water. Staff encourage the children to count how many ducks have been taken away and how many are left. Children make good progress in their mathematical development and enjoy counting objects in the environment.
• Staff and leaders successfully work in partnership with parents. They share plenty of information with families and keep them well informed of children's progress and next steps. Parents are full of praise for the staff team. They explain how their children are thriving and benefitting from the variety of activities available.
• Staff are very effective at monitoring children's progress. They quickly identify if a child is falling behind, discuss this with the parents and make referrals to other professionals as required. When children are identified as needing additional support, staff work with them on a one-to-one basis to help them achieve their next steps.
• Staff report they are well supported within their roles. They receive regular supervision, which helps to develop their performance and identify any areas for training. Leaders are aware of the pressures on staff and, therefore, ensure there is planned time each week for staff to fulfil their duties. Regular team meetings give the staff a chance to reflect on what is working well.
• Children are confident communicators. They are happy to talk to visitors and explain what they enjoy in the setting. Staff plan group activities to develop children's listening skills to assist with learning letter sounds. However, due to the number of children participating, some children become disengaged and staff are unable to redirect children's focus back to the activity.

What the setting must and should do next

The provider should:

• review the organisation of group activities to ensure children remain focused and continuously engaged in meaningful learning and development.