Bolton Le Sands Pre-School

What is it like to attend this early years setting?

Children thrive and succeed in this nurturing pre-school. They excitedly greet staff when they arrive and are eager to begin their day. Children are extremely independent. They apply their own sun cream and organise their own belongings with proficiency. These well-established routines and excellent sequential teaching promote all children's independence and self-esteem to the highest level.

Children show towering levels of motivation and curiosity. During outdoor play, children initiate their own investigations, such as looking for bugs. Staff nurture children's inquisitiveness by providing guidance and additional information when required.

Current topics are used as a platform for developing children's next steps and embedding their knowledge. For example, the recent coronation celebrations were continued after the event. This gave children ample opportunity to revisit what they had learned. Children's learning is creatively delivered through a seamless curriculum. It helps all children to build on prior knowledge and solidify new learning.

Children are highly confident as they move freely between the indoor and outdoor environments. They are taught how to keep safe from a very young age. For example, toddlers navigate the steps to the outdoor area with precision. They demonstrate kind and respectful behaviour for each other by sharing and saying 'sorry' if they bump into one another. Leaders utilise the nearby playground as often as possible. This promotes children's physical development. Children talk fondly about their visits to the playground.

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

• Leaders have a clear vision for the ambitious and well-structured curriculum that they deliver. They consult with all staff and parents to ensure that children's learning experiences and outcomes are tailor made to suit their needs. This gives children exceptional and personalised learning opportunities. Teaching is differentiated well and appropriately. Expectations of the children are high regardless of their age and stage of development. Children are taught to express their ideas and extend their thinking. In response, staff give them an abundance of praise for their efforts. As a result, children ooze confidence and an eagerness to learn.
• Children with special educational needs and/or disabilities (SEND) are supported by a passionate and experienced special educational needs and disabilities coordinator. Children with SEND have targeted plans, which are developed alongside parents and specialist outside agencies. This ensures that children receive the highest standard of teaching, which is adapted to their level of learning. As a result, they make excellent progress.
• Parent partnerships are excellent. Parents feel well informed about their children's learning. They say that the pre-school is at the heart of the community, and appreciate the variety of learning experiences it offers. Parents are delighted that their children experience different places of worship and understand the purpose of different buildings in the local area. Leaders make full use of parents' occupations and skills. As a result, parents regularly visit the pre-school to help to extend children's awareness of the wider world.
• Children are tremendously confident in their environment and choose activities that allow them to apply their knowledge. For example, scissors are readily available for children to use. This means that they are able to practise and refine their newly acquired skills of using scissors, which enhances their fine motor development. Additionally, this secures children's awareness of safety as they use the scissors with extreme care.
• Transitions to primary school are of high importance and exceptionally well managed. Children are equipped with a wealth of skills and knowledge to prepare them for their move to school. Visits to the school are meticulously planned. For example, pre-school children have lunch in their new school, which helps to prepare them for this exciting transition. Teachers also visit the pre-school. This creates an element of anticipation and children talk about their next stage of learning with glee and excitement.
• Leaders support staff whole heartedly in their professional development. Consequently, staff are highly motivated and well equipped to deliver a remarkable level of care and education to the children. For example, staff are acutely aware of the impact that the COVID-19 pandemic has had on children's speech and language, mannerisms and behaviours. They have cleverly linked what they have noticed into children's next steps.