Burnham Pre-School

What is it like to attend this early years setting?

Children settle quickly at the pre-school. Children who speak English as an additional language progress well. They respond positively to pictures and photos which help them to learn the routine. They use Makaton signs to communicate their needs with staff. They use these signs at home as well. This provides children with consistency between the pre-school and home. Children become independent in managing tasks. For example, older children serve themselves pasta salad and drinks at snack time. Children enjoy singing their favourite songs and rhymes. The youngest children concentrate well as they sing and join in with actions. Older children sing songs as they wait for their snack. They all join in enthusiastically.

Children use their imaginations as they play. The youngest children pretend to serve cakes to visiting adults. Older children pretend that they are going on a bus trip as they play outdoors. They demonstrate their understanding of safety. For example, they pretend to buckle up their seatbelts as they go on their 'journey'. Children link their own experiences to their play. For instance, they confidently speak to their friends about where they are pretending to go and ring the imaginary bell when it is their turn to get off.

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

• Staff form strong relationships with families. Many of the families have previously had older children attend the pre-school. Staff get to know the children in their care well. They find out relevant information from parents before the children start. Staff use the information they gather effectively to plan meaningful activities. They know what children are interested in and they have access to an extensive range of resources. Staff ensure that they use these resources to help children focus and be fully engaged in their learning.
• Staff responded swiftly to emerging gaps in children's learning as a result of the COVID-19 pandemic. They recently completed communication and language training. This helps them to support children's learning even more effectively. Staff use short, simple sentences with the youngest children. They repeat words back to children so that they can hear the words clearly. Staff encourage older children to talk about their own experiences. They hold discussions with children about who lives in their house with them and what features their house has. As a result of staff interactions, children develop their language skills more rapidly.
• Children with special educational needs and/or disabilities receive appropriate support. Staff make adjustments to the provision on offer. For instance, they place activities on the floor so that children can feel more comfortable as they play. Staff share their expertise with parents. For example, they suggest that parents reduce the quantity of toys for children at home so that they do not feel overwhelmed. Staff work closely with other professionals to access appropriate support and funding for children. They share information with other settings when it is time for the children to move on. This helps to make the transition for children easier.
• The committed manager and staff team reflect on how they can improve the provision. They recognised that the outside learning environment was an area for development. The committee members helped to fundraise to make improvements. Staff engaged with the local community. For example, they spoke to police officers, who helped them to consider the safety of the new layout. As a result, children have a more inviting and secure space to play and learn outdoors.
• Staff teach children how to hold tools for a purpose, such as holding colouring pens when they draw pictures. They gently encourage children to adjust their grip so that the marks children make are more accurate. However, staff do not always encourage the most able children to develop their early writing skills. Staff write children's names for them and label children's work without explaining what they have written. As a result, children sometimes lack understanding about what the words on their work represent or mean.

What the setting must and should do next

The provider should:

• support all children to understand that the words staff write for them have meaning and extend opportunities for the most able children to develop their own writing skills.