Breadsall Pre-School Playgroup

What is it like to attend this early years setting?

Children develop warm, trusting relationships with staff, who are kind and caring. Children enthusiastically and independently walk into the pre-school, happy and ready to learn. Staff greet them at the door and support them to engage quickly in the activities that have been organised for them. Children develop excellent levels of confidence and self-esteem and a willingness to try new activities. For instance, older children immerse themselves in creating puppet shows for each other. Highly attentive staff use clear words and short sentences as they describe the characters in the puppet show to skilfully support children's communication skills. Staff provide children with many opportunities to safely learn outside and develop their physical skills. For example, older children develop their coordination as they balance on stepping stones.

Children's behaviour is consistently good. They are friendly and sociable towards each other and enjoy being independent and helpful. Toddlers confidently choose their own snack and put their plates in the washing-up bowl when they have finished. Older children take pride in having responsibilities, such as tidying toys away when they have finished playing with them. Children create good relationships with others and learn to take turns and share equipment as they play. For example, they take turns to use different-coloured paint pots to create their own pictures.

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

• The dedicated staff have a clear curriculum to support children's learning. They know what they want children to achieve and aim for all children to develop a love of learning and develop strong communication skills. Staff plan activities to promote each child's learning needs. For example, they engage children in mathematical activities to develop their understanding of number and counting. As a result, staff support all children to make good progress effectively.
• Children are excited to take part in a variety of activities, such as creating their own pictures. They eagerly talk to staff about their pictures and describe what they have painted. However, at times during group activities, such as story time, staff do not always adapt the way they teach to meet the needs of children in the group. This results in some children not being as challenged as they could be.
• The pre-school provides healthy and nutritious snacks for children. Staff encourage children to wash their hands before meals and provide access to fresh drinking water. They use mealtimes to help children to understand the benefits of eating well. Staff plan activities outside that are interesting and exciting for children to engage in. Children show a high level of curiosity as they spoon oats into cupcake cases to make muffins.
• Children behave well. Staff encourage children to take turns and listen to instructions. They take time to talk to children and help them to manage their feelings. Staff remind children not to run inside to support children to learn to play safely.
• Staff use their interactions with children to develop children's communication and language skills. They model new vocabulary, such as 'theatre' and 'auditorium', and give children time to use the language they know. Staff support children to use words from different languages. For example, children say good morning in Spanish and wave good bye, saying 'adios', as they leave the pre-school.
• Parents praise the friendly and proactive staff. They value the support they receive from the setting and how they can approach staff with any concerns about their children's learning. Staff have helped parents to access additional support for their children. Parents comment that their children are eager to tell them all about their day and the things they have enjoyed doing at pre-school. Staff regularly share information about what children have enjoyed playing with during each session. However, they do not provide parents with information to support them to continue their children's learning at home.
• Leaders demonstrate passion and pride in the pre-school. They support staff with regular supervision sessions and targets to enhance their skills. Staff complete training together to improve their teaching. They use their new learning to improve the environment for children. For example, they adapt activities to make sure play is accessible to all children.

What the setting must and should do next

The provider should:

• review the organisation and teaching during group activities to ensure all children remain fully engaged and challenged in their learning
• extend the information shared with parents to enable children's learning and development to be supported at home.