Burham Pre-School

What is it like to attend this early years setting?

Children of all abilities are confident and happy during their time in the welcoming pre-school. Staff have a good knowledge and understanding of their curriculum and how they successfully implement it. All staff have high expectations of children. They carefully plan interesting and motivating activities to capture children's attention and enthusiasm to learn. When children build a tall tower with large blocks, staff encourage them to learn about different buildings and structures. For instance, children look at photographs of famous landmarks. They excitedly tell each other, 'Look, our tower is leaning like the leaning tower of Pisa.'

Staff are positive role models. All children behave well and are polite. They are kind and empathetic. For example, they are understanding of other children's differing needs. Staff teach children about the importance of healthy lifestyles. For instance, they talk about the importance of oral health, and they follow thorough handwashing routines. Children develop good physical skills and learn to move in different ways. This is demonstrated when they confidently and safely use equipment, such as stilts and balancing beams. Staff teach children about the importance of caring for the environment. For example, they carry out litter picking activities and visit the local recycling centre.

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

• The manager and staff establish positive relationships with parents, who speak highly of them. Parents comment that their children thrive due to the valuable experiences that staff provide. Staff keep parents well informed about their children's day and their next steps in learning. They share helpful tips with parents, such as healthy lunch box ideas.
• The manager closely monitors the quality of care and teaching that staff provide, and she ensures their ongoing suitability. Staff evaluate their practice together as a team. They reflect daily on what went well and what they plan to do differently.
• Staff attend regular and beneficial training. They have recently learned about the different ways children play and learn. As a result, staff plan meaningful activities and experiences that they know will motivate children to learn and help them develop.
• The manager and staff use additional funding to support the individual needs of children effectively. For example, they have purchased equipment to help children develop their enjoyment of castles and fantasy play.
• The manager and staff know all children well. They fully understand their individual needs, including their likes and dislikes. Staff use their good knowledge to plan activities that they know will interest children. This helps all children to have a positive attitude towards their learning and make good progress.
• All staff establish secure and trusting relationships with children, who enjoy the company of staff. For example, children seek out staff to join in their games, and they smile and laugh happily as they play together.
• Overall, children are engaged in their learning opportunities, and staff interaction is good. However, staff do not consider the impact of their requests during changes in routine. For example, when children are engaged in listening to a story, they are asked to leave the activity to wash their hands in preparation for lunch. Therefore, at times, staff do not recognise when they are disrupting children's learning.
• Staff support all children to make good progress, including children with special educational needs and/or disabilities. Staff liaise closely with outside agencies and share and implement useful strategies. Staff adapt their environment to support children. For example, children who like to throw objects to feel calm when they are overwhelmed are provided with a safe place and target activities to be able to do so safely.
• Generally, children have good opportunities to be creative and imaginative. However, at times, staff do too much for children. For example, staff provide pre-cut pictures, direct children to choose particular materials, and tell them where to put them to make their 'campsite'. This does not encourage children to develop their creativity or express their own ideas.
• Staff support children to gain a good understanding of other people and countries from around the world and outside of their own communities. For instance, children learn about different cultures, races and religions using books and purposeful discussions.

What the setting must and should do next

The provider should:

• encourage all staff to understand how daily routines impact on children's learning and development
• support staff to understand how to develop children's creative thoughts and ideas.