Catey Pre- School

What is it like to attend this early years setting?

Children make firm friendships at this caring, nurturing pre-school. They arrive with big smiles and greet their friends with spontaneous hugs. They wave and say 'good morning' when they notice other children arrive. Children hold hands and dance around to music. They smile and tell each other, 'You are my friend'. Children settle quickly and show that they feel safe and secure. They explore the inviting learning opportunities with confidence and curiosity. Children use rolling pins and cutters to mould play dough into 'crumpets'. They poke their fingers into the dough and notice patterns forming. Children know where their favourite toys are kept. They delve into boxes to find the toy dinosaurs they like. They show them to their friends and explain which are the biggest and smallest.

Children show good attitudes to learning. They demonstrate determination as they work out how to fit facial features into toy 'heads'. They explore how to arrange mouths into happy and sad faces. Children become engrossed in filling syringes with water. They work cooperatively to fill containers, taking it in turns to squirt water onto guttering. They squeal with delight as they observe water collecting in trays. They reward each other with 'high fives'.

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

• Staff promote children's communication and language through regular song and story sessions. They retell 'We're going on a Bear Hunt' and introduce the words 'squelch' and 'sticky'. Children broaden their vocabulary as they play. For example, they play with toy dinosaurs and comment, 'The claws are sharp and dangerous'.
• Children's behaviour is good. They share toys and ask for things politely. For example, they notice children playing with watering cans and ask, 'Can I have that after you?' Children sit quietly on the carpet during good morning routines and group activities.
• Staff promote children's early mathematical skills. They seize every opportunity to reinforce counting, shape and colour recognition. For example, staff encourage children to count apple slices at snack times. Children use number names in their play. They recognise numerals on calculator displays and count construction bricks as they build towers.
• Children offer affection to staff throughout the day. They snuggle next to them to look at books and draw pictures. Staff treat all children with care and respect. They ask children for permission to change their nappies and take time to explain what they are going to do. Staff recognise when children may be feeling unwell and follow the medication policy to meet their immediate needs.
• Children with special educational needs and/or disabilities receive good levels of care. Staff use visual timetables and photographs to help children to learn new words and understand what comes next. Staff work with parents and other professionals to complete referrals and put support in place.
• Children demonstrate a good level of independence. They pour their own drinks and serve themselves fruit at snack times. Children tidy away used bowls and cups when they have finished eating.
• Parents say their children are always given a 'warm welcome' by friendly staff. They say their children love attending and are making 'impressive' progress. They appreciate being kept fully informed of their children's learning and progress through online systems and detailed daily handovers.
• The new manager has worked hard to make positive changes to the pre-school since the last inspection. For example, she has introduced new daily routines and has re-organised the learning environment to allow children more space to play.
• The manager supports staff through regular supervision meetings. However, she has not sought further ways to help all staff develop a deep knowledge of teaching and learning that consistently supports children in purposeful play.
• Children experience an exciting and varied curriculum. However, staff do not always recognise when children are deeply engaged in what they are doing. Staff interrupt to introduce other activities and daily routines. As a result, children are not always able to sustain their concentration and finish activities to their own satisfaction.

What the setting must and should do next

The provider should:

• build on staff practice and seek further ways to help all staff to consistently support the play and learning experiences for children
• support staff to recognise when children are deeply engaged in their learning to allow them to sustain high levels of concentration.