Broughton Under Fives Association

What is it like to attend this early years setting?

Children confidently talk about subjects that interest them, such as tractors. They use their imagination to think about where a tractor may be going when they watch one drive by the pre-school. Staff remind children of the pre-school's golden rules, such as using kind hands, and provide them with positive praise when they follow the rules. Children generally behave well. When they encounter difficulties, such as sharing equipment, staff teach them how to do this with kindness. Staff help children to learn about sharing by, for example, counting out the paint sticks and helping children to split them equally.

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

• Leaders have developed an ambitious curriculum that is delivered to all children. They want all children to become independent and be confident enough to share their needs and views when they leave for school. Staff support children to become independent through the daily routine. Children cut up their own fruit for snack and wash their bowls and cutlery afterwards. However, at times, activities that staff prepare are too difficult for some children. As a result, children are not always able to fully participate in prepared activities.
• Staff provide a diverse range of activities which encourage children's physical development. In the outdoor area, staff support children to make large marks on the concrete with chalk. Children practise their balancing skills on a carefully crafted obstacle course. Staff help children to develop their small muscle skills with tweezers. They provide a range of different sized tweezers and encourage children to extract small pieces of dried spaghetti from play dough.
• Staff ensure that communication and language is a constant focus at the pre-school. They speak clearly and use age-appropriate vocabulary. Staff give children sufficient time to process questions and patiently wait for children to reply. Staff support children to learn new vocabulary as they complete an animal puzzle depicting an eagle. Children use prior knowledge to explain it is similar to other birds they have seen before.
• The special educational needs coordinator (SENCo) and staff who provide individual support for children are knowledgeable. They provide thoughtfully tailored activities and adapted resources to ensure they are inclusive of all children who have special educational needs and/or disabilities (SEND). The special educational needs coordinator (SENCo) provides timely interventions and care plans for children who need additional support.
• Leaders and staff work closely with external agencies. They frequently welcome visitors to the setting including occupational and physical therapists, speech and language therapists, and portage workers. They take any advice on board and adapt this into children's care plans. Leaders also work with the local primary school and attend events together. They liaise closely with early years teachers to ensure a seamless transition when children leave the pre-school.
• Parents say that staff are brilliant and communicate clearly with them. They say that their children make excellent progress from their time at pre-school. Parents of children with SEND particularly praise the setting for its inclusivity and say staff go 'above and beyond' to support their children and further their development.

What the setting must and should do next

The provider should:

• provide more differentiation during activities to build on the learning for children at different ages and stages