Broughton Gifford Preschool

What is it like to attend this early years setting?

Children excitedly arrive and quickly settle. Staff greet them warmly. They become involved in their play, chatting with their friends. They choose from the wide range of well-planned and inviting resources available. Children, including those with special educational needs and/or disabilities (SEND), make good progress across the curriculum. Staff know the children well. They expertly offer challenge to extend children's learning while they play. For example, children are busy making play dough. A two-year-old child says that it is 'very dry and crumbly'. Staff ask what would make it more sticky and wet. Older children reply, 'water'. Staff suggest that they add some to see what happens. Children add water a little at a time. They are excited and fascinated as the dough sticks together.

Children feel very safe and secure. They are confident and express their needs well. Staff have established a supportive routine for the children. They teach the children consistent expectations for behaviour. For example, when two children run around inside, staff remind them to use 'walking feet' indoors. The children ask if they can go outside as they want to run about. Staff praise them and remind them to put their shoes and coats on. Children independently do this and enjoy exploring outside.

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

• Children very much enjoy sharing stories with staff. Staff skilfully ask questions to ensure that children understand the story. They help children to recall what they know. For example, when children are looking at a book about vehicles, staff remind them about the fire drill. Children recall that they hear a whistle and must leave the building calmly.
• Staff ensure that children develop a good understanding of mathematics. Children choose their own play to explore their ideas. Staff skilfully support them to learn during this play. For example, when children are exploring pasta in the role-play area, staff ask questions to help them to think about volume. Children copy their language. They discuss whether they have 'more' or 'less' than each other.
• Children develop a can-do attitude. They talk about volcanos as they add flour to a mound of play dough. Staff ask them what colours they might see in a volcano, and ask how they can create them. Children find different-coloured paint. They independently squeeze it onto the dough. They are thrilled with the effect. Afterwards, they help to clean up the table and floor. Staff praise and encourage them. Children are proud of their achievements.
• The manager and staff work very well together. The manager meets staff regularly to identify any training needs that they have. Staff want to develop their practice to ensure the best outcomes for children. However, the manager has not yet developed systems to monitor and support staff in their day-to-day practice. For example, during circle time, staff do not use resources as effectively as possible to engage all children. The manager is aware of this and wants to introduce a mentoring system for the team to use. They would use this to reflect on and adapt their practice.
• Children explore the outdoors and learn about nature. They build dens, mix sand and mud, and cook food on a fire in the forest school area. Children plant and grow vegetables and learn about life cycles. However, children do not have many opportunities to learn about communities and the world beyond this. This means that they have little opportunity to understand the wider world.
• Staff have strong partnerships with parents. Parents trust the staff with their children's care. They are thrilled with the progress that their children make. Staff use various forms of communication to share children's progress. They effectively share next steps with children's parents.
• The manager works closely with outside agencies and the local school as she understands the importance of working with others to ensure the best outcomes for children. The manager helps children with SEND to make good progress. She liaises with local authority advisers and other agencies. This ensures that children with SEND have the right support and funding in place to succeed.

What the setting must and should do next

The provider should:

• further enhance staff professional development to consistently lead to improvements in the teaching of the curriculum
• consider ways to further develop how children understand the wider world and other communities beyond their own.