Castle Keep Pre-School Ltd

What is it like to attend this early years setting?

Children are happy and warmly welcomed into the setting by staff. Children are motivated and ready to learn when they come in to choose where they want to play. They have formed friendships and play games together in the garden. For example, when children play with the balls and kick the ball into the goal, they celebrate their victory together. Children learn about the countries where their friends used to live and the different festivals they celebrate. This helps children to learn about diversity and being part of a wider community.

Children enjoy singing songs and reading stories together. They become excited when they get to choose which song is next. Children explore a range of resources to create their own art 'masterpieces' and communicate well to explain what they have done. For example, when asked what they have drawn, they happily share they have drawn 'their mummy'. Children learn they are valued as staff provide plenty of praise for their achievements. Staff support children to talk about their feelings. They help children to recognise and name the emotion they are feeling and how to overcome this. This supports children's understanding of emotions and builds on their resilience when faced with difficulties.

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

• The manager has a clear understanding of their curriculum. Children explore a range of valuable learning experiences that successfully cover all seven areas of learning. Staff have a good understanding of their children and what they need to do to progress their learning. They identify any gaps and support closing these through planned activities and enhancing experiences. For example, children who have been talking about visiting a café develop an awareness of numbers and communication skills in their own role-play café when they pretend to sell the cakes.
• Children with special educational needs and/or disabilities are exceptionally well supported. Staff have clear support plans in place to ensure that children are making good progress in their development. Staff act swiftly on any delay in a child's development and ensure there are measures in place while they wait for referrals. Staff work closely with the local authority to ensure children get the right help at the right time.
• The manager understands the importance of staff having regular opportunities to attend training and build on their professional development. The manager is currently undergoing a review of the environment following recent training, to ensure this is more inclusive and 'communication friendly' for all children. Staff attend regular meetings to discuss the quality of the provision. They feel highly valued and their contributions are heard. Staff say, 'It's a wonderful place to work.' They appreciate the allocated 'time out' to carry out their paperwork.
• Parent partnerships are good. Parents state that the nursery is a 'nurturing place' and they are 'delighted' that their children have made good progress. They have regular meetings with their child's key person where they discuss their children's development and how they can continue to support their learning at home.
• Staff make good use of observations and assessments to identify children's existing knowledge and skills, and how to build on this. However, staff do not make the most of some teaching opportunities to challenge fully children's knowledge and understanding.
• Staff generally manage children's behaviours well. They talk to children to help them to understand why their behaviour is not acceptable. However, the manager and staff have not identified how to best manage some parts of children's daily routine, to help them fully understand what is expected from them at busier times.
• Children have many opportunities to be independent and develop their self-care routines. Children learn about good hygiene routines. On arrival, children wash their hands before going to play. At snack time, all children have the opportunity to cut their own fruit and pour their drinks.

What the setting must and should do next

The provider should:

• review and strengthen routines to ensure children are fully supported to understand the behaviour expectations
• enhance teaching techniques to ensure staff fully challenge all children to extend their knowledge and understanding even further.