Brighter Bunnies Pre School

What is it like to attend this early years setting?

Staff are dedicated and nurturing in this pre-school. They give children a warm welcome when they arrive. Staff know each child well. This supports children to settle quickly. Children confidently enter the pre-school, eager to begin their day. They independently hang up their coats before cheerfully saying goodbye to parents and carers. Staff listen carefully as children talk about their experiences from home and help them to extend their vocabulary.

Staff support children's emotional well-being and this increases children's resilience. Children show they feel safe and secure in their pre-school as they approach staff for hugs and support when they are finding something hard. Staff know what they want children to learn and are passionate about ensuring all children make good progress.

Staff have boundless energy and ensure that children are active throughout the day. Daily outings to the local woods and parks give children time to explore, run and enjoy the fresh air. Staff ensure that children understand the rules. Children's behaviour is good and there is a calm learning environment. Children say that 'kind hands' are important and know that their actions have consequences. Staff have high expectations of every child. Children are supported to sit up and listen carefully so that they are ready for learning.

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

• Staff deliver a sequenced curriculum based on what children need to know to be successful and well-rounded learners. Staff support children to learn to cross the road safely. Children repeat 'green man for people, red light for cars'. Staff plan daily activities which promote a wide range of skills. They tailor the support they give to ensure that all children make good progress in areas of learning, such as speech and language and mathematics. However, opportunities to engage children in mark making are not consistently provided. Therefore, children do not have as many opportunities to practise early writing skills.
• Staff follow children's interests to plan engaging activities which further the children's learning. For example, when a group of children show an interest in building dens, the staff plan a camping adventure where they role play with real-life camping equipment and cook hot dogs and marshmallows. As a result, children are engaged and show good levels of involvement in their learning.
• Children with special educational needs and/or disabilities are well supported. Staff work closely with families to ensure a consistent approach and to recognise children's achievements as well as their next steps. Staff have high expectations of all children and this is reflected in children's high levels of effort. Leaders ensure that funding is used effectively to meet children's needs. Staff are passionate about achieving the best outcomes for all children.
• Children develop a strong sense of independence and resilience. They are given the time, space and encouragement they need to do things for themselves. When things get tricky, staff empower children to use different strategies and keep on trying. When children get things right, they beam with pride. Parents feel their children are well prepared for school.
• Children learn about the importance of physical activity in this setting. Children exercise daily both indoors and outdoors. They take part in physical education sessions in the local park where they run around laughing as they complete challenges. Children are celebrated as 'mover of the week' and this increases their motivation and confidence.
• In the main, staff work in partnership with parents in children's learning and development. Parents feel well supported with challenges, such as toileting, communication delays or separating at drop off. Staff share their good practice with parents through various methods, and parents love to see the new ideas for learning and the fun their children have. However, strategies to promote the importance of healthy food and drink choices for children's packed lunches, are not fully embedded. Therefore, practice in this area is not yet secure.
• Staff are highly reflective about their own practice. There is a shared culture of constant improvement. Staff seek and share new ideas to raise standards even higher. For example, when the manager observes staff, there is a two-way conversation afterwards about what could be done better. Staff share their skills to support one another and this provides good role models for children.

What the setting must and should do next

The provider should:

• enhance the range of learning experiences available to children during free play to promote their development further
• continue to develop strategies to promote and encourage healthy eating and provide consistency in children's learning in this area.