Botesdale and Rickinghall Pre-School

What is it like to attend this early years setting?

Leaders and staff create a warm and nurturing environment, where children feel safe and valued. They get to know the children and their families well and build positive relationships. Leaders and staff foster children's sense of belonging. They provide consistent care and show genuine affection towards the children, celebrating their individuality. Leaders and staff support children in displaying positive behaviours. They offer children praise and encouragement and celebrate their achievements. Children are encouraged to share and take turns with their friends, which helps to develop their social skills and emotional development.

Leaders and staff design and implement a challenging broad and balanced curriculum that supports children's learning and development across all areas. As a result, children make good progress. Staff observe and respond to children's interests, encouraging child-led play. This means children confidently explore their environment and become engaged in the thoughtfully planned activities and resources. Children have daily opportunities to play and explore in the large, diverse outside area. They develop their physical skills as they ride on trikes and hang from the 'Ninja line' in the forest and enjoy singing songs while rocking in hammocks. Learning opportunities, both inside and outside, are as equally engaging, which further supports those children who prefer to learn outdoors. Leaders and staff foster children's curiosity and understanding of the natural world. Children learn the importance of treating animals kindly and with care. For example, they enjoy taking part in bug hunts and using bug catchers to explore caterpillars and 'sticky bugs'.

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

• Children make good progress. The curriculum is ambitious and prepares children for their next stage of learning. A strong key-person system means that staff know their children well. They can identify gaps in their development and plan challenging next steps. However, plans are not always swiftly implemented for children with additional needs.
• Children are wonderfully behaved and staff are excellent role models for them. Children are supported by staff to recognise how they are feeling and manage their emotions. For example, in preparation for school, older children have been working on a 'what bugs us' ladybird display to discuss how they can respond appropriately to things they do not like. This supports children's emotional well-being, communication and resilience. Staff speak in a kind and gentle manner to children and provide calm spaces, such as a sensory room to support children if they are feeling overwhelmed or need some additional support. This helps children to feel safe and secure.
• Children demonstrate a love of learning and a strong sense of curiosity. They engage in sustained purposeful play with their peers. For example, children delight in playing with a China tea set, pouring tea, tasting lemons, working together to squeeze the water out of the tea bags and discussing the flavours.
• Leaders and staff recognise the importance of developing children's communication and language. They create a language-rich environment for children to build and strengthen their skills. Staff engage children in meaningful conversations. They value what they say and skilfully leave gaps to allow children thinking time. Exciting and engaging story times in the woods introduce new vocabulary to children, who delight in joining in familiar stories with actions and rhymes.
• Staff plan an exciting and broad curriculum for children, both inside and outside. The stimulating outside space allows children to explore and connect with nature. Children learn how to take small risks in their own play and learning under the watchful eye of the staff, such as identifying plants that may sting. This means children learn how to keep themselves safe.
• Involvement with other professionals, such as teachers, ensure a successful transition to school. Staff establish strong links with teachers. Parents mention that their other children, who have previously attended the pre-school, have had a highly successful and a seamless move on to the next stage of their education.
• Leaders and staff work well together and are passionate about their role. They place children at the heart of everything they do and share the same values and vision for the pre-school. Parents speak very highly of the pre-school. Parents particularly value the homely and inclusive feel of the pre-school and the strong community ties. Leaders and staff keep parents informed on the progress their children make and the care they receive.
• Staff well-being is high. Leaders work hard to create a stimulating and caring work environment for staff. They are supportive and kind and staff feedback that they feel valued and supported to develop their professional skills.

What the setting must and should do next

The provider should:

• support staff further to plan more precisely for children with additional needs to help them get the best start in their early education.