Bradway Pre-School

What is it like to attend this early years setting?

Staff ensure that children feel safe and happy in their care. Children arrive with a cheerful attitude and leave their parents with ease. They are eager to start their day and quickly engage in play of their choice. Children show high levels of curiosity, concentration and enjoyment in their learning. Staff are good role models, who teach children about appropriate conduct. Children behave very well. They listen intently to what staff say and respond positively to adults and each other.

Staff introduce language to children in context. For example, as children learn about different vegetables, staff name and describe the cauliflower as 'lumpy and bumpy'. Staff ask questions that encourage children to think about where some vegetables grow. Children respond 'on the farm' as they talk about and explore the feel of potatoes. Staff hold up a radish and children recall events from familiar stories. For instance, they explain that 'Peter Rabbit eats radishes.' Staff show children how to say letter sounds, such as 'P' for parsnip. They are interested in what children say and encourage them to share their experiences. For example, children explain how their 'grandpa grows cabbages in his garden'. Staff support children's understanding of the world very well. They also place a strong focus on the development of children's literacy, social, communication and language skills.

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

• The manager and staff have clear expectations for what children should learn through their curriculum. They provide a good balance of child-led activities and adult-guided experiences. The manager and staff recognise when aspects of the provision require further development. They strive to put plans in place to improve outcomes for children. Funding is used well to meet children's individual learning needs. However, there are minor inconsistencies in the curriculum and quality of teaching outdoors.
• Children sit on the carpet to take part in registration time. They sing songs with staff and copy actions. Staff help children to match their counting words with objects. For example, children count how many adults and children are present in the room. Staff mirror activities that children will take part in at school. This helps to support children when the time comes for them to move on in their education.
• Since the COVID-19 pandemic, staff have noticed that some children are more reluctant to take part in physical activity outdoors. Children have access to an indoor balance beam and small trampoline. They also take part in yoga classes. Staff organise visits from an outside company to encourage children's early football skills outdoors. Children learn how to move in different ways and have opportunities to enhance their balance and coordination skills.
• The manager and staff undertake professional development opportunities. For example, two staff have recently obtained a recognised early years qualification. The manager carries out regular supervision meetings. Staff report that they feel valued and fully supported in their role. They describe their team as a 'family'. Parents show how they value the care and learning afforded to their children and present staff with vouchers for outings, such as afternoon tea. This allows staff to spend time together outside of work and also supports their well-being.
• Parents write that there is frequently updated information on the pre-school website. They are invited to one-to-one meetings, where they have opportunities to discuss their child's learning and to ask questions about how they can support learning at home. Parents write that they have been invited to sports week and monthly coffee mornings, which they value as an opportunity to meet other parents. They say that they have seen good development in their children's communication skills and confidence since starting at the pre-school.

What the setting must and should do next

The provider should:

• continue to develop systems for monitoring the quality of practice, so that the intended high-quality teaching and curriculum for outdoors is implemented more consistently for all children.