Burgoyne Heights Pre-School

What is it like to attend this early years setting?

Children arrive at this welcoming and inclusive setting with confidence and enthusiasm to start their day. They have established close and trusting relationships with staff, who know their individual needs well. This contributes to the children feeling happy and secure. Children have positive attitudes towards learning. For example, they show sustained levels of concentration at well-planned activities that interest them. Furthermore, children are resilient, when they encounter difficulties they persevere and keep trying. For instance, when children are building with the magnetic shapes and they fall down, they do not give up and keep trying until they succeed.

The manager along with the staff team, have developed a well sequenced curriculum. Staff have a good understanding of what they want children to learn and why. The current focus is on children's health, and their physical development. Older children are also preparing for their transition to school. Staff identify that they have supported children to learn the skills necessary to become confident learners, who independently see to their own needs, and verbalise their thoughts and feelings. All children including those with special educational needs and/or disabilities (SEND), are making good progress from their starting points.

Children behave well. They are kind and show care towards each other. For example, the older children understand the needs of the younger or newer children. They are kind and compassionate in their approach, allowing them to join in and celebrating their achievements. Staff act as positive role models. For instance, they speak to children at their level, explaining why things may be unsafe and providing an alternative activity. Children follow the routines of the day with complete ease and confidence.

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

• The manager, who is the nominated individual, works closely with the deputy. Collectively, they recognise the value of investing in staff welfare and growth. The staff express gratitude for the support provided to them, and show pride and enthusiasm in their work. Staff members have regular one-on-one sessions with the manager. They address any issues and consider future training and development opportunities, to enhance and support their professional practice.
• Children's physical development is supported well. Staff understand that learning opportunities that promote children's self-belief in their physical capabilities also support their confidence in other areas of development. For instance, small group work led by staff, focuses on children's finger movements in preparation for holding equipment to mark make.
• Staff use effective questioning techniques to extend children's learning. This also enables them to assess what children know and can do. Staff enjoy playing alongside children narrating what they are doing. This effectively encourages children to do the same. Nevertheless, books are not being used effectively by staff to enhance children's language development. For instance, staff members do not use books to assist children in discovering information relating to their interests, or sit with children to read for enjoyment.
• Staff promote children's mathematical development extremely well. Throughout a range of activities, staff support children to use and understand mathematic language. Children show confidence with recognising numbers in the environment, during find and seek games in the garden. Furthermore, staff encourage children to solve simple mathematical problems. For example, when making the 'wonky donkey' from playdough, children know that if they take one leg away they would be left with three.
• Partnerships with parents are a strength of the setting. Staff ensure parents are kept up to date about their children's progress and suggest ideas to further support learning at home. Parents appreciate the time taken to help children settle into the setting, and the love and care offered by staff.
• The passionate and knowledgeable special educational needs coordinator works closely with parents, staff, and other professionals to support children with SEND. Staff understand the individual needs of all children and are consistent with their approach. This supports children with additional needs to make good progress alongside their peers.
• The setting takes pride in its commitment to diversity and inclusion. Staff are passionate about teaching children about the culture, festivals and religions that are represented in the setting. Staff take time to get to know children and their individuality before they begin. Children who speak English as an additional language are well supported. For example, staff take time to learn key words in various languages, and translate information for parents. Children learn to respect others and value their own uniqueness.

What the setting must and should do next

The provider should:

• enhance the use of stories and books throughout the setting to support children's love of books and reading.