Broadlands Pre-School Centre

What is it like to attend this early years setting?

Children receive plenty of opportunity to explore the natural world at this setting. For example, 'Welly Walk Wednesday' provides children with time to discover and develop their understanding of their local environment. While walking through the adjacent park, staff remind children how to keep safe in the car park, reminding children to 'stay close to the fence', for example. Children find conkers, leaves, acorns, and feathers along the way. 'This feather belongs to a magpie, because it is black and white', remarks a child. 'This conker is as big as my eye', another comments. Children gather natural resources and create animals from what they have found. They comment that conkers make 'good noses' and 'this leaf is a big face.' Children are highly engaged and motivated to share what they see, know and hear on the walk.

During the day, children remind each other of the golden rules. For example, they explain that good listening and good looking are important. Children behave very well. Many of the children have recently started at the setting. Staff model high expectations, responding to children in a calm and friendly manner. Staff make sure they move to the child when speaking and responding to questions. This means that children learn to respond in a similar manner. They maintain eye contact and take turns in conversation.

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

• There is a strong focus on mathematics at this setting. Staff are skilful at weaving this into all activities. Children are very motivated to develop their knowledge and understanding in this area. For example, they measure everything with tape measures and with small blocks. They measure each other, staff and visitors, saying 'look, I am taller than you, but you are taller than her.'
• The manager is reflective and has made significant changes since joining the team. She observes children at play and responds quickly to their level of engagement. For example, she has identified that the children need more room to construct outside. Plans to adapt the space are already underway in response to their interest. Children's interests and development drive her practice.
• Parents communicate on how much children enjoy their time at the setting. Staff gather useful information from parents when children start. This informs their understanding of children's likes, dislikes and what they know and can do. This means children settle very quickly and staff form good relationships from the onset.
• Staff speak highly of the manager and her support. They feel valued and feel they work very well as a team. Staff generally receive regular feedback on their practice. However, not all staff know what they can improve upon. Feedback is not always explicit. Staff do not always know how they can raise the quality of teaching to an even higher level.
• Children have good independence skills. They change into wet-weather clothes for walks in the park, putting on their own trousers, wellies, and coats. Children remember to wash their hands before eating. They open their own lunchboxes and packets and talk about food that is healthy and food that is not healthy.
• Children with special educational needs and/or disabilities (SEND) make good progress. Children receive additional support quickly should they need it. This means staff can sharply focus their teaching and close any gaps in learning.
• The manager and staff offer an ambitious, broad and balanced curriculum. Children make good progress in all areas and are curious and motivated to learn. However, a wider diversity in the books that are on offer could develop a greater love for early literacy. This area does not always reflect the high standards elsewhere. This means children do not often choose to use the book corner or look at books while at play.
• The setting provides opportunities for children to develop their understanding of the world around them. Parents share their special skill or hobby with children. For example, those who work for the emergency services come in and share how they help people in the community.

What the setting must and should do next

The provider should:

• strengthen the arrangements for staff supervision so that all staff know what they can do to raise the quality of teaching to the highest level
• enhance the book area further and provide a wider range of books and stories to inspire children and support their early literacy development.