Bright Ideas Pre-School Otley

What is it like to attend this early years setting?

Children separate from parents at the pre-school gate with an eagerness to start the day. Staff greet children with a friendly and cheery smile and chat to parents about how their children have been. Children benefit from a curriculum that helps to build their communication and language skills. They engage in conversations with staff as they join poles together to create dens in the outside area. Children begin to use mathematical language as they play. For instance, they measure how high they can make the den and make comparisons between the height of themselves and others. Furthermore, children spend time filling and emptying containers during water play games. They use language such as 'heavy' and 'full' as they learn about volume and weight.

Children use small tools to dig in flowerbeds to look for minibeasts. They talk about the different insects they find and what type of things they might eat. This helps to develop children's awareness of the natural world. Children show imaginative skills. They participate in pretend play games. For instance, children use an electronic till and pretend to go shopping. They serve play food to others and ask staff what they would like to order.

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

• Children develop good hand-eye coordination. They connect wooden track pieces together to create long structures before moving toy trains back and forth. Children spend time attaching Easter themed materials onto small trees during craft activities.
• Staff promote healthy choices during mealtimes. Children are encouraged to serve themselves and pour their own water. They follow good hygiene practices throughout the pre-school session. Children are physically active. They run, skip and jump in the spacious outdoor area. They use balls and participate in racing games. Children learn about different speeds as they roll balls along the ground.
• Parents talk about how their children have settled at the pre-school and show close relationships to staff. They are kept informed about their children's learning and receive regular assessments and photo through a secure, online platform. Parents are invited to share their views and are provided with activity ideas to help continue their children's learning at home.
• Children behave well and engage in play. Staff are caring and nurturing in their approach. However, they do not extend children's experiences of forming secure friendships with their peers. For instance, some children prefer the company of adults and spend less time engaging in larger group activities.
• The provider completes supervision sessions with the highly qualified staff team. She identifies training during observations of practice. The provider and staff share planning, observations and assessments of children's learning to help identify what children need to learn next. The provider places a strong emphasis on promoting staff's well-being, during regular conversations and meetings with them.
• Children with special educational needs and/or disabilities are supported to develop an awareness of the next stage in their routine. Staff use visual aids and encourage children to recall what happens next. This helps children to prepare well for transition periods.
• Children are equipped with key skills needed for their eventual move to school. They show an interest in story books, songs and rhymes. Children show that they are motivated to learn. However, staff do not sharpen their teaching to differentiate teaching for the most-able children and to help focus their learning.
• The provider and staff complete regular risk assessments to ensure that the safety of the premises is maintained. This means that no unauthorised persons can enter the setting. Staff complete observational checks on the premises, before and after children arrive at the setting. Toys and resources are routinely checked to help ensure that there are no broken parts. This helps to promote children's safety.

What the setting must and should do next

The provider should:

• build on children's experiences of forming secure friendships with their peers and extend collaborative play
• sharpen teaching to help provide further challenge for the most-able children and to help focus their learning.