Carleton Rode Preschool

What is it like to attend this early years setting?

Staff create a wonderfully calm and welcoming start for children as they arrive. They greet children with genuine warmth and interest which helps them to settle quickly. Staff plan stimulating activities based on children's current interests. As a result, children are motivated to explore and start their play. Staff entice children to try new things and give them praise for having a go. For example, children work out how to use tweezers to pick up toy dinosaurs. They delight in painting with 'dinosaur gloop' and tell staff it feels 'sticky'. Staff boost children's self-esteem. They award stickers for good listening and tell children, 'You are so clever'.

Staff treat children with care and kindness. They provide effective support for children's emotional well-being. Staff are quick to notice when younger children may need reassurance and comfort. They hold children's hands and offer them cuddles. Staff are attentive in checking that children are wearing warm clothing when playing outside. They consistently reinforce positive behaviour, talking to children about 'listening ears' and reminding them to treat toys with respect. Where minor disputes occur, staff get down to children's level and chat to them about how others might feel. This helps to build children's emotional literacy.

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

• Staff have developed an engaging curriculum that centres around each individual child. They communicate as a team to evaluate the curriculum and its impact on children's progress. Parents are involved in discussions about targets their children can work towards. As a result, children make good progress.
• Staff create inviting reading spaces for children to relax in. Children snuggle together and browse through books independently. They show confidence in explaining animal features and dinosaur names. Staff help children develop a love of books through frequent story sessions. They read to children with enthusiasm and excitement and ask questions to develop children's language.
• Children build positive relationships with their peers. They share toys and spend time collaborating together to build construction models. They wait for their turn to use slides and hoops. Older children show kindness to younger children. For example, they show them how to position guttering onto cones to make ramps.
• Children use numbers and counting in their play. They count toy dinosaurs as they place them in containers. Children count pretend coins and say, 'That is seven pounds'. Staff ask questions to extend children's learning. For example, they ask children to name colours as they play with hoops and balls. Children use chalk to trace around their shoes. Staff ask which footprints look the biggest.
• Children benefit from long periods of time playing outdoors. This contributes to children's good health. They manoeuvre balance bikes around obstacles and build muscle strength digging in soil. Staff organise games to help develop children's coordination and balance. They demonstrate how to wave coloured scarves to music. Children move energetically as they jump, stretch and twirl with their scarf.
• Staff focus on encouraging children to gain independence. They inspire children to carry out manageable tasks for themselves, such as finding their name card when they arrive. Recent changes to snack times provide children with consistent opportunities to develop their independence. For example, children become proficient in peeling fruit, pouring drinks and scraping their used plates.
• Partnerships with parents are strong. They say their children love attending and are making great progress. They comment that staff are 'wonderful' and that they create a 'family feel' to the pre-school. Parents say staff invest time in getting to know their children well.
• The manager evaluates the quality of the provision and teaching to help drive forward improvement. She empowers her staff to engage with opportunities to reflect upon their own practice. As a result, staff feel valued, supported and are able to identify their own training needs.
• Staff know children well and provide activities they know children will engage in. However, children are not always given enough time to explore their own ideas. Staff sometimes step in too quickly to offer their own thoughts and solutions.

What the setting must and should do next

The provider should:

• support staff to provide children with sufficient time to think for themselves before offering solutions.