Border Pre-School

What is it like to attend this early years setting?

Children are greeted enthusiastically by staff as they arrive at this fun-filled pre-school. Staff are attentive to children's needs, and they feel safe and secure as a result. They quickly engage in learning. Staff base curriculum activities around themes such as growing. Staff build on what children already know and can do, and they provide exciting environments for children to explore and develop their skills. For example, children make cress heads. They use their fine motor skills to draw faces on tubes and sprinkle seeds onto the cotton wool. Children learn about what the cress needs to grow and how they can eat it once it has grown. Outdoors, children develop their imagination as they make cakes in the mud kitchen and serve them to friends who are on an adventure in their boat.

Children's behaviour is good. Staff are positive role models for children. They are calm, use their manners and treat children with respect. Staff give children praise and encouragement, which helps to develop their self-esteem and confidence. Children understand the routine of the day and follow instructions well. For example, they know to wash their hands before snack and tidy away toys after playing with them. Children are kind to their friends, sharing and taking turns. Staff are consistent with behaviour management and remind children of the rules during activities.

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

• The pre-school is located on the border of England and Wales. Leaders take pride in being at the heart of the community and serving children and families well. They actively seek opportunities for children to gain new experiences, such as decorating the church at Christmas or singing at the local community café. Staff introduce Welsh culture, which is important to many children and families. They sing some songs in Welsh and lead simple number activities to help children learn and hear the language.
• Leaders have introduced a detailed school-readiness programme for older children to support their transition to school. For example, they change for physical education sessions. When they go for a walk to the canal, staff encourage them to have the confidence to run freely, thinking about the dangers of the water and to keep safe. They go pond dipping, measure trees and are supported to use descriptive language. In the pre-school, children cook, weigh and measure ingredients or practise their scissor skills. This supports children well to be ready for the next stage in their learning journey.
• Children engage well in their play. They are excited to join in activities and show a 'can-do' attitude towards their learning. The stimulating curriculum and environment, both indoors and outdoors, foster children's curiosity and support all children to make good progress across all areas of learning. However, there are occasions where staff do not differentiate group activities. Therefore, at times, staff do not further extend some children's learning.
• Staff model strong language skills. They talk to children, narrate their play and ask open-ended questions to promote conversation. Staff encourage children to recall past events and learning, helping to build their communication skills and embed their understanding. Children are exposed to a wide range of vocabulary, and staff introduce new words where appropriate, such as 'pipette' during seed planting and 'gigantic' during story time.
• Children are encouraged to develop a love of literacy and books. They independently look at books, turn the pages, and discuss the pictures they see. When staff read stories, they use a range of voices and tone to engage the children. Children enjoy joining in with familiar words as the story progresses, which enhances both their understanding and enjoyment.
• The pre-school promotes healthy lifestyles effectively. Children are provided with healthy snacks and have access to fresh drinking water throughout the day. Staff talk with children about healthy and unhealthy foods to support their understanding of making good choices. They also benefit from regular fresh air and physical activity. Staff support parents by offering healthy eating workshops, providing lunch box ideas, and discussing dietary concerns when necessary.
• Leaders work closely with staff, who report that they are happy and feel supported in their roles. They carry out regular supervision meetings with staff to review their performance and reflect on their practice.

What the setting must and should do next

The provider should:

• support staff to differentiate learning experiences to help further extend all children's development.