Carmel Caterpillars Pre-School

What is it like to attend this early years setting?

Children receive a warm welcome when they arrive at the pre-school. They arrive happy and eager to access the resources available. Children know to hang their coats and bags up on their pegs and wash their hands before settling down to the activities. At the start of the session, children sit together and say 'hello' in different languages to each other. Staff support them to remember the rules of the pre-school. They go through the expectations and children recite these confidently. For example, children know that they must wash hands before snack time and must only use the cold tap, and that they must walk in the pre-school.

Children approach each activity with a positive attitude. They demonstrate what they know and have learned. For instance, children recall a game they played previously. They shout 'stop' when they need to stop and 'go' when it is their turn to go. Outside, children have free access to a secure garden. They practise balancing along wooden planks and independently take turns. For example, children remind each other whose turn it is and wait patiently for their go. They are reminded to do this safely and seek out adults to hold their hands and help them balance when they need it. Children are developing good physical skills.

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

• The manager is passionate about the pre-school. She reviews things regularly to make sure they are meeting all children's needs. The manager provides staff with supervisions and regular staff meetings. They share any suggestions they may have about the curriculum and they have the opportunity to discuss any concerns they may have about workload. Staff say they feel well supported.
• Children's mathematical development is supported very well. Staff adapt activities to suit the different levels of ability of the children. For example, younger children are supported to match the numbers on a ball to the corresponding number cards. Older children are supported to add and subtract using pencils. They then write the numbers down, forming written equations.
• Children enjoy focused small-group activities. Staff support children to build relationships with each other and teach them how to take turns. However, children can lose concentration quickly and move on to the next activity before any focused learning has taken place. This has an impact on the extent to which children can make progress in their development.
• The key-person system is effective. Staff know all the children well and know what interests them. They carry out accurate assessments on the children throughout the year to monitor the progress they are making. Staff seek support to help close any identified gaps in children's learning. However, this is not always done promptly and therefore may have delayed additional support for children. Nonetheless, children are making progress in their development in preparation for the next stage in their learning.
• Children behave well and understand the rules of the pre-school. They know when it is time to go inside for lunch. Children who struggle at transition times are supported well. For example, they are given time and support to adjust to changes in the routine and soon feel ready to join the other children for lunch.
• Partnerships with parents are good. Parents know who their child's key person is and know what their children are learning about. They feel supported and encouraged to help their children's learning at home. For example, staff share strategies to help children's language development with parents, to ensure they are being consistent.
• The manager and staff are clear about what children are learning. They are focusing on supporting children to build relationships with each other as well as building their confidence in group situations. They report that COVID-19 has had an impact on some children's social development. Children are encouraged to listen to each other's ideas and feelings. For example, they work together to fill up bird feeders. Children share ideas about what birds like, including worms, and each have their choice of adding what they think the birds might like.

What the setting must and should do next

The provider should:

• develop the opportunities for children to improve their concentration and focus, to ensure they are fully engaged in their learning
• improve the systems in place for liaising with other professionals, and seeking additional support for children, in a timelier way.