Bus Stop Pre-School

What is it like to attend this early years setting?

Caring and committed leaders and staff warmly welcome children and their families to this outdoor setting. Children arrive, excited to start their busy day. They swiftly engage in play and interactions with enthusiastic staff in the setting's tent. Staff build trusting bonds with children and place their emotional well-being at the heart of everything they do. This helps children feel safe and secure.

Children show a true passion for learning. Leaders and staff adapt their broad curriculum to take account of children's previous observations in nature, such as spotting and hearing a variety of birds. Children attentively listen to staff at group times, for instance, when sharing an interactive book of different bird calls. In real time, staff and children collectively listen out for bird sounds and intelligently debate the name of each bird they hear. Staff skilfully connect children's prior knowledge to their new learning, such as talking about which bird sound is similar to a woodpecker's. Differentiating between the various bird calls effectively supports children to transfer these skills when learning sounds of letters, in preparation for reading.

Children impressively recall several rules and boundaries set by leaders and staff, such as being kind to others, sharing and taking turns. They discuss how important it is to make their friends feel happy, if they become sad. Children successfully demonstrate these rules in practice. For example, if their friends trip over, they quickly help them to stand up and ask if they are alright.

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

• The dedicated team of leaders and staff have worked tirelessly to create a brand new open-air environment. They have organised well-defined areas that reflect the planned curriculum, such as an arts and crafts area, a reading tent and a role-play kitchen. Safety is their main priority for children who know, for example, that they must never walk inside the fire circle. Before children go on their 'wonder' walks around the grounds of the estate, staff ensure their understanding of what needs to be packed in the trolley, such as a first-aid kit, water, snacks and a camera. Children keenly describe the purpose of each item.
• Being active outdoors in the fresh air, for most of the day, promotes children's emotional well-being, knowledge of nature and physical skills well. While in the nearby spectacular grounds, children climb trees, balance on fallen trunks, roll down the grassy hills and run with great control. Their confidence is evident as they continually test out their capabilities. Children relish staff's generous praise for their efforts, resilience and achievements.
• Leaders have created a thoughtfully designed curriculum, which promotes children's knowledge and skills as they learn outdoors. For instance, children learn to safely use a range of cutting tools under staff's close supervision. They enjoy playing independently with friends in some of the designated areas, such as the tree swing area and sand pit. However, at times, the implementation of the curriculum does not fully captivate and engage all children. Consequently, on occasion, some children are not supported to test out their own ideas and expand what they know and can do across all seven areas of learning and development.
• The curriculum for communication and language is a key strength. So much of the lively conversations is rooted in children's first-hand experiences. This is illustrated when children imaginatively make 'sand pancakes and drinks'. They share their unique concoctions with staff, explaining 'worms' are the main ingredient. Staff pretend to consume these creations and expertly extend children's vocabulary with descriptive language. Children fully benefit from staff's impressive knowledge and retain facts well.
• Children are well supervised by experienced staff. However, on occasion some staff are busy carrying out other tasks that take them away from children, for extended periods of time. Deployment of staff in these circumstances does not fully prioritise the implementation of the curriculum so that children consistently get the very best opportunities for learning.
• Staff teach children about the importance of leading a healthy lifestyle. Children know they must wash their hands thoroughly before eating and take a drink of water to stay hydrated. They are encouraged to put on their outdoor weatherproof wear independently. Those in need of further support, are guided sensitively by staff. Children remember that certain foods give them energy, helping them to remain fit and active. Children delight in the dance sessions led by staff. They show their unique dancing skills with expression.
• Parent partnership is strong and effective. Staff keep parents fully informed of their children's fun-filled day and give detailed feedback about their ongoing progress. Parents value children's opportunities to learn and flourish outdoors. They comment on their children's impressive achievements, especially the rate and success at which those children who are learning English as an additional language develop good communication skills.

What the setting must and should do next

The provider should:

• enhance the planning and implementation of the curriculum to fully capture children's interests and engagement, and to encourage them to participate in the full range of experiences available to them to help extend their learning
• strengthen staff deployment so that children consistently get the very best opportunities for learning.