Castle Nursery Pre School & OOSC

What is it like to attend this early years setting?

Staff at this pre-school embrace a genuinely child-centred approach in all aspects of their provision. Children enthusiastically arrive with a strong desire to learn. They greet their friends and immediately engage in a variety of high-quality activities. For example, during group time, children share their toys from home that all start with the same sound. Children demonstrate incredible pride when they successfully solve small problems and take responsibility for their learning. Due to the staff's authentic and meaningful conversations with the children, they enthusiastically elaborate on their ideas and often come up with incredible new ones. They are exceptional communicators who use a rich vocabulary and language structures accurately. Children eagerly discover new flavours and textures during their play in the garden, and quickly learn and remember new vocabulary. For example, during an outdoor baking activity, children are curious to learn about various ingredients that they need to use to bake naturally scented cakes.

In response to the challenges posed by the COVID-19 pandemic, managers conducted a thorough assessment of the educational gaps identified in children's learning and development. As a result, managers implemented highly successful strategies to rapidly boost children's progress. For example, children who speak English as an additional language received additional support through increased time spent reading bilingual books and engaging with story materials.

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

• The managers have developed and implemented an excellent curriculum that sets high goals for all children who attend. The managers and staff focus on firmly embedding essential skills for all children before they move on to their next level of education. These skills include independence, positive self-esteem, a love for learning, social skills, confidence, and resilience. Children benefit further from developing their knowledge through a variety of exciting and innovative experiences and activities. For example, they go on trips to local attractions, learn about different artists, welcome interesting guests to their pre-school, and develop a real passion for reading.
• In this pre-school, children receive excellent teaching and are encouraged to develop their mathematical skills through highly engaging activities. For example, staff incorporate mathematical challenges into planned activities, such as searching for missing numbers on rockets. This sparks children's excitement and fosters their early mathematical problem-solving skills.
• Children's behaviour and manners are praiseworthy. They consistently and politely offer help and guidance to each other. The staff play a significant role in promoting children's critical thinking by asking thought-provoking questions. For example, children who have made three 'cakes' in the mud kitchen graciously volunteer to make more cakes for their friends. When the staff ask about the number of additional cakes needed to ensure that every friend receives one, children allocate each cupcake and calculate the required amount that is left.
• The managers effectively engage with the staff members through regular supervision meetings and daily observations. By conducting regular meetings, they gain valuable insight into the impact of staff's teaching on the learning and well-being of the children. Moreover, all staff consistently participate in regular training sessions and professional development opportunities to continuously enhance all children's already high-quality education and development.
• Children enjoy a balanced diet and ample opportunities for physical activity indoors and outdoors. They enjoy sliding, splashing in a paddling pool, baking in the mud kitchen, and building in a construction area. Staff emphasise healthy choices related to food, rest, and exercise. They also go above and beyond to provide enriching experiences that help children to feel valued and respect other people and communities beyond their own. For instance, children learn a reflective poem before lunch that encourages empathy and an appreciation for their world and community.
• The managers actively engage with other agencies to ensure that children with special educational needs and/or disabilities (SEND) receive top priority in accessing early intervention and highly effective support. The special educational needs coordinator collaborates with local authorities to secure additional funding for implementing evidence-based interventions that focus on children's outcomes. Consequently, all children make rapid progress in their learning and development from their individual starting points.
• The managers prioritise building strong and effective partnerships with parents. As a result, all staff are dedicated to establishing trusting and informative relationships with parents, who consistently give positive feedback about the pre-school. Parents compliment staff and managers for their children's remarkable progress. They say that their children come home with new knowledge about numbers, animals, and other exciting topics. Parents feel well supported and guided in extending their children's education at home.