Bolsover First Steps Pre-School

What is it like to attend this early years setting?

Children enthusiastically and independently walk into the pre-school, happy and ready to learn. Staff greet them at the door and support them to quickly engage in the activities that have been organised for them. Staff support children to feel confident about entering nursery by inviting them to visit prior to starting with their parents. This helps children to become familiar with staff and the environment and to feel safe and secure before they separate from their parents.

Staff plan activities to support children to make progress in their learning, such as developing their mathematical skills. For example, staff sing number rhymes and encourage children to count how many fingers they are holding up to represent the number of ducks left. They talk about one less as the ducks swim away, supporting children to use mathematical language as they play.

Children's behaviour is consistently good. They are friendly and sociable towards others and enjoy being independent and helpful. Toddlers confidently choose their own snack and put their plates in the washing-up bowl when they have finished. Older children take pride in having responsibilities, such as tidying toys away when they have finished playing with them.

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

• Staff monitor children's development well. They make good use of assessment to plan children's future learning. Staff ensure that their implementation of the curriculum promotes children's love of learning as activities are exciting and engaging. They play alongside children, occasionally over-directing children's play, limiting the choices that children make for themselves.
• Staff create a stimulating environment to challenge children's learning. Children enjoy imaginative play as they pretend to cook food and make 'carrot tea' in the role play area. Staff add real resources to encourage children's interest. Children practise cutting carrots with safe knives, developing their small-muscle skills. They put pieces of carrots in the toy dogs' bowls as treats in the pretend home. Staff talk to the children about keeping their finger behind the knives to develop their ability to keep themselves safe.
• Staff plan activities to promote children's communication skills and model language well. They use lots of descriptive words to develop children's vocabulary. For example, they read books and sing songs with children and comment on what children are doing as they play. Staff introduce new words such as 'citrus' as they add orange essence to the play dough they are making. However, at times staff do not help children to use the wide range of words they hear, to help to broaden their vocabulary.
• Children are learning to behave well in the pre-school. They remind their friends of the rules, such as sharing the play dough so that everyone has some to play with. Staff support children to understand the effects that unwanted behaviour can have on them and their friends. For example, staff politely request that children sit down when on the carpet so that everyone can see the book that is being read.
• Staff communicate well with parents sharing information about the progress children are making. They share ideas with parents to further support children's development at home. For example, staff encourage parents to borrow books and read stories to children to help children to develop a love of books.
• Children begin to learn about oral hygiene as staff provide them with toothbrushes to practise brushing their teeth after eating lunch. Staff extend children's knowledge of healthy life styles as they talk about how to brush their teeth effectively and show them what they are doing in a mirror.
• Children have a range of opportunities to experience and find out about the world around them. For example, they go on outings to the local castle and library. Children enjoy talking to the emergency services when they visit the setting to talk about their job. This develops the children's understanding of people and the place where they live.
• The manager is passionate about her role and has a clear vision for providing high-quality care and learning for children. she evaluates the provision well and has increased the opportunities staff provide for children to experience literacy. She supports the strong staff team thoughtfully, ensuring that their well-being is paramount.

What the setting must and should do next

The provider should:

• help staff to strengthen their support for children's language skills, by encouraging children to use new words as they play
• support staff to provide children with further opportunities to make independent choices in their play.