Bubbles Active Play And Blue Bubbles Pre-School

What is it like to attend this early years setting?

Children are happy in this welcoming, friendly pre-school. Staff build strong relationships with the children and encourage them to settle into their play. Children move around the playroom safely, choosing what they want to do from an array of activities. Staff support children's independence as they encourage them to find and put on their coats and shoes. Children know the routine and line up to safely walk to the outside area. Children develop physical skills as they run up and down ramps and ride bicycles.

Staff have high expectations for children's learning and interweave favourite stories and counting into children's activities. For example, as children hunt for hidden bears, staff help children recall familiar phrases from a popular story and help children count the bears they find. To extend children's learning, they encourage them to take photos of the bears they find.

Staff have a calming manner. They support children's behaviour and help them learn how to take turns and share resources. Children are encouraged to share the wooden hedgehogs as they construct. Staff remind them to take turns as they place the hedgehogs on top of each other. They repeat, 'It's your turn', helping children learn how to wait and when it is their turn to have a go.

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

• The manager is passionate about her role and has a good overview of the curriculum. Staff implement an exciting curriculum that encourages children to problem solve. For example, children find ways to get pom-poms out of ice. Children enjoy this activity and scream with delight as the ice starts to melt. However, staff do not always carefully plan group activities to ensure all children can take part. For example, during circle time, less confident children are not supported to join in.
• Staff promote children's language skills effectively. They get down to the children's level and talk to them about what they are doing. Staff help two-year-old children build sentences and understand new words, such as 'nocturnal', as they play with toy owls. Staff encourage older children to share their views and hold conversations. For example, children talk about how they are going to make their magic potions using green water and why they need pots to put them in.
• Staff support children's future learning well. They help children to develop their small-muscle skills and strengthen their fingers. For example, children become engaged in manipulating the play dough. They pat and poke with their hands and fingers and use rolling pins to make 'sausage rolls', 'hot dogs' and 'cheese sandwiches'.
• Inclusion is a real strength of this pre-school. Children with special educational needs and/or disabilities receive good support. Staff who are inclusion leads are knowledgeable about children's individual needs. They work with parents and outside professionals to ensure children receive the support they need to help them succeed.
• Staff encourage children to behave well and to be caring and kind. They are positive role models and teach children to play cooperatively. They praise children with comments, such as 'good job' and 'well done'. However, staff do not always explain to children what they are being praised for to enable them to recognise and celebrate their own achievements.
• Parents speak highly of the pre-school. Staff send home photos of children's activities and talk to parents about what children are learning. Parents state they like the amount of information they receive and say staff provide ideas to help them extend their child's learning at home. Staff extend the experiences children have at home to widen their knowledge. For example, children go on nature walks, use soft-play areas and visit the local school for assemblies.
• The manager recognises the importance of continuous professional development. All staff receive regular supervision and complete training to improve their interactions with children. Staff are currently working to become an 'accredited healthy pre-school'.

What the setting must and should do next

The provider should:

• develop the organisation of group activities, so that all children can fully participate
• strengthen support for children, so they understand what they are being praised for and can recognise their achievements.