Bramble Bears

What is it like to attend this early years setting?

Friendly and attentive staff greet children at the door with a welcoming smile. Children bound in with enthusiasm and an eagerness to play and explore. Child-led learning is at the heart of the provision. On entering this nurturing community pre-school, children immediately self-select inviting activities that are familiar to them. Knowledgeable staff understand that children learn in different ways. This is reflected in the resources made available to them in the outdoor and indoor environments. For example, children who enjoy learning in a physical way develop early mathematical skills as they count how many soft cushioned shapes they can throw into a large soft-play area. Children who like to learn in a visual way delight in going on a bug hunt and looking for fruit and vegetables in the garden with their magnifying glass.

Children are very sociable and invite visitors to join in their play. Children show respect for each other, and older children invite younger children into their play. Staff teach children to play cooperatively, and they are beginning to accept the needs of others. These teaching strategies are highly effective. For example, children collect a sand timer so they know when it is their turn with a popular toy.

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

• A successful key-person system supports children to make secure attachments with staff and close friendships with peers. Parents report how well their children settle at the provision. Staff communicate effectively with parents before their children start. They continue this with daily face-to-face and regular online communications. With parents' first-hand knowledge and through regular observations and assessments, staff plan for children's next steps in their learning. Overall, teaching is meaningful. However, staff's good teaching skills are not consistently being used to challenge children's learning and build on what they already know.
• Children show high levels of self-esteem and confidence as they stand in front of their peers and talk about a toy they have brought from home. Staff prompt discussions that empower children to talk about their families and things that are important to them. As a result, children take pride in communicating their achievements with others and learn about what makes them unique. Children beam with pride as they show staff their colourful poppy pictures they made for Remembrance Day.
• Children have a very good understanding of high-quality hygiene routines. Staff encourage children effectively to wash their hands before meals and after visiting the toilet. Children are actively involved in supporting their self-care needs and are consistently praised for their efforts. As a result, children demonstrate confidence in their abilities, such as when they help their friends to open tricky food packaging at lunchtime.
• Staff have a clear vision for encouraging independence. The curriculum and the staff's effective care practices promote children's confidence, resilience and independence. However, staff do not consistently provide opportunities for children, including children with special educational needs and/or disabilities (SEND), to become increasingly independent in managing their personal needs.
• The management committee is closely involved with the running of this inclusive pre-school. Together with parents and staff, the robust team reflects a positive and respectful culture where children feel safe and secure. Since the previous inspection, the manager has extended existing systems for the monitoring of staff's performance. The manager is reflective and conscientious. She understands the needs of staff, and support is put in place to focus on improving staff's knowledge of the areas of learning. Subsequently, staff report high levels of well-being. Staff are dedicated to ensuring positive outcomes for all children.
• Children build on their vocabulary through meaningful discussions with staff and peers. Staff swiftly identify when a child may need additional help to make the highest possible progress. They initiate communication with outside professionals, such as speech and language therapists, and work cooperatively with them. As a result, all children, including children with SEND, develop detailed knowledge and skills across the seven areas of learning.

What the setting must and should do next

The provider should:

• develop staff's good teaching skills to challenge children's learning and build on what they already know
• focus on consistently supporting children, including children with SEND, to develop independence in managing their self-care needs.