Caddington Pre-School

What is it like to attend this early years setting?

Children happily play and learn in the pre-school. They enthusiastically join in activities that staff have planned for them. For example, they chop vegetables and place them in saucepans before they pretend to cook and eat the food. Children comment on the aromas of the vegetables and talk about the food they eat at home. Children listen to the new words staff introduce to them while they play together. They work out when to use those words, such as 'chop' and 'stew', in their own sentences. This helps children to build on their growing vocabularies in a meaningful way.

Children benefit from spending time with children of a similar age and ability to themselves. Younger children have opportunities to speak and listen in a smaller group, which helps to build their confidence. They repeat favourite activities, which helps them to practise what they already know and understand before they move forward in their learning. This helps children to learn at their own pace.

Children behave well. They are keen to learn and consider the feelings of others. For example, children want to see how high they can launch a beanbag in the air by stamping on a catapult device. Staff gently remind newcomers to the game not to push in. Children quickly remember the order to allow each child to take their turn and give them time to try again if their foot misses the pedal. This contributes to the harmonious environment in which children learn.

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

• Since the last inspection, the manager and staff have worked hard to make significant improvements to the quality of provision. For example, the manager has improved the methods she uses to carry out and record supervision of staff. This helps her to quickly identify any areas for further training and support. The manager and her team have worked closely with child development professionals from the local authority to help address all the actions from the previous inspection. As a result, children's welfare is supported through effective safeguarding, and the quality of education ensures that children make good progress in their learning and development.
• Children confidently lead their own play and exploration. They know where they can find different resources to add to the carefully selected items that staff have put out for them. Children play together in a role-play area that has been transformed into a garden centre. They buy flowers from each other and work out who is going to be the cashier. Staff point out the different values marked on the fake notes. Children look at the notes and match the numbers they see. This supports their learning in mathematics.
• Partnerships with parents are good. Parents comment that they can see an improvement in the quality and frequency of information they receive from their child's key person. When children first start in the pre-school, staff find out information to help them settle children in as smoothly as possible. For example, they set out favourite toys and read them familiar stories, which helps to make children feel welcome and valued.
• Staff think about the words they use to communicate with children to help extend their learning. They introduce mathematical language in conversations and check that children understand the concepts they relate to. Staff are positive role models for children. They speak clearly to them, using descriptive language that children try out for themselves. By the time children move on to school or nursery, they are confident, articulate individuals.
• Staff are caring and enthusiastic. They know the children well, which helps to create a relaxed and friendly environment in which children make good progress. However, staff quickly give children solutions to problems. As a result, children do not rapidly extend their thinking skills.
• The pre-school is run by a management committee. The members of the committee are willing to support the community pre-school. However, their knowledge and understanding about their roles and responsibilities are variable. As a result, not all members are able to hold leaders to account effectively for the quality of care and education provided.

What the setting must and should do next

The provider should:

• give children time to solve problems, find different ways to complete tasks and predict outcomes for themselves
• provide more training and induction for committee members to help them carry out their leadership roles and responsibilities at the highest level.