Cannington Pre-School

What is it like to attend this early years setting?

Children are welcomed by caring and nurturing staff, who know them very well. They are excited to explore the very well-planned environment and take part in the purposeful activities staff provide.

All children make excellent progress, including those with special educational needs and/or disabilities (SEND). Staff are patient and give children the time that they need to engage in activities and incorporate learning into all parts of their play and daily routine.

Children are extremely independent. For instance, children use safety knives to chop and peel their own snack, recycle their banana skins and then wash up their plates. Staff seize this opportunity to teach them new language, such as 'serrated' and 'compost'.

Staff have high expectations for children's behaviour, which is exemplary throughout the nursery. Staff are brilliant role models and skilfully teach children how to share and take turns. They use effective strategies to value good behaviour and encourage persistence. Children show excellent levels of concentration. For example, they carefully fill watering cans with water and take care to 'transport' it safely.

Staff engage children in meaningful conversations, using rich and varied language. They ask open-ended questions, and encourage children to express their thoughts, ideas and feelings. This helps support their communication and language.

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

• Children listen to a wealth of stories each day and delight in joining in with familiar phrases. Staff read to children in a way that excites them. Children join in with the stories with pleasure. For instance, they pretend to fly like butterflies when reading, 'The Very Hungry Caterpillar'. Children quickly develop a strong interest in books and stories.
• Protecting the environment plays an important role in the setting's curriculum and ethos. The children have been awarded an 'Eco Award' for looking after their environment. They have worked with the staff to plant flowers and deliver them in their community. They learn about recycling and demonstrate how they do this in the setting.
• Staff demonstrate high expectations and an unwavering commitment to providing the best possible experiences for children. They skilfully identify areas where children require additional support and guidance. Through careful planning, they create meaningful activities that effectively address any learning gaps. As a result of these dedicated efforts, children consistently make rapid and sustained progress.
• Leaders are passionate about the care and education they provide. They have assembled a dedicated staff team that wholeheartedly embrace the values of the setting. Through regular reflection, they actively seek ways to enhance outcomes for children. Staff members express high levels of support and work-life balance. This positive environment is evident in the low staff turnover, which parents appreciate as it ensures continuity of care and support for children and families.
• Children have many opportunities to develop their physical skills. Children learn to confidently navigate the outside space. They run, use large equipment to dig and jump from raised platforms. Children relish outdoor play. For instance, they sit and chat with friends in the 'nest area' and are delighted to discover baby birds flying in and out of their bird box.
• Staff demonstrate exceptionally high partnerships with parents. For instance, staff regularly share observations of the children via an online application. Parents feel their knowledge of their children is valued and praise the highly effective key-person system. They are able to identify the progress their child has made since attending the setting and praise the settling-in process.
• Leaders have forged excellent links with the linked school. Staff facilitate older children's transition sessions to the school. Staff use this time well to share important information about children's current learning needs. This important working partnership means children are very well prepared to start school.