Bowland Preschool

What is it like to attend this early years setting?

Staff create a lively and adventurous environment, where children's independence, respect and real-world learning are central to daily life. They greet children warmly. Staff encourage children to arrive in wellington boots and waterproof trousers to make sure that they are always ready to go outdoors. Staff set high expectations from the start. They support even the youngest children to take responsibility for their belongings and join in routines with growing confidence.

Outdoor learning is a significant strength of the curriculum. Leaders have planned a curriculum and sequence of experiences that expose children to challenge, risk and problem-solving. Staff encourage children to persevere and make decisions for themselves, while modelling how to stay safe. This gives all children the confidence to test their physical skills, work collaboratively and build the resilience they need to thrive in new situations.

Staff prioritise children's language and communication throughout the curriculum. They engage children in rich conversations, extend their vocabulary and promote active listening. Story times and singing sessions are carefully planned to spark curiosity and ensure that all children, including the quieter ones, have a voice. As a result, children become confident communicators who can express ideas clearly and respond thoughtfully to others.

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

• Routines are firmly established and understood by all children, including the youngest. For instance, they take part in well-known songs that make moving between activities smooth and orderly. This consistent approach helps children to build confidence and independence as they learn to anticipate what comes next. As a result, new children settle quickly.
• Children benefit from real-world learning experiences that make the curriculum meaningful. For example, when they watch volunteers use garden tools to clear nettles, staff encourage children to observe closely and talk about what is happening. Children learn that garden tools must be used with care and that managing the environment can make spaces safer and more enjoyable. Through observation, listening and suggesting ideas, children develop curiosity and thinking skills.
• Children's outdoor learning is rich and meaningful. On walks to the nature reserve, staff draw children's attention to ducks on the water and acorns underfoot. They prompt children to wonder how acorns grow into oak trees and introduce new vocabulary. Children respond with curiosity and begin to make sense of the natural world.
• Staff weave mathematics into everyday routines. At snack time, staff invite children to choose between milk and water, count the cups for each choice and match numerals on a number line. This helps children to connect counting to real life, recognise numbers and understand quantity.
• Children's language and communication is a high priority in the pre-school. Staff deliver lively story times, lead singing sessions and encourage children to speak during show-and-tell sessions. Staff ask purposeful questions, model rich vocabulary and make space for quieter children to join in. As a result, children speak with confidence, listen carefully and enjoy sharing their ideas.
• The setting sets high expectations for children's independence. They teach children to manage their coats and take responsibility for their packed lunches. Staff give children small tasks, such as handing out bags or clearing away rubbish. They use these routines to nurture children's confidence, self-reliance and readiness for school.
• Leaders have established an ambitious curriculum that guides high-quality teaching and care. They aim to support staff so that the curriculum is delivered with confidence and consistency. This ensures that every child experiences the same high-quality provision every day. However, leaders have not yet embedded this approach with some newer staff. This leads to slight inconsistencies in teaching.
• Staff manage children's behaviour with consistency and respect. They acknowledge that waiting is difficult, but explain why it matters and encourage children to practise patience. Older children remind newer ones of the rules, showing how well staff embed their expectations. Children learn fairness, respect and cooperation.
• Partnership working with parents and carers is effective. Staff work closely with parents to share information and support smooth transitions for children. They share updates through a messaging app, parents' meetings and daily conversations. Parents receive information about what their children are learning and how they can support their children at home. They praise the adventurous curriculum and the emphasis on developing children's independence.

What the setting must and should do next

The provider should:

• strengthen ongoing training, coaching and mentoring of new staff to help raise teaching to a consistently high level.