Chacombe Preschool Group

What is it like to attend this early years setting?

Children rush into the setting when they arrive. They greet staff with smiles and cuddles. Children are invited to bring in their favourite toys to help them settle. This helps children to feel safe and secure. Staff ask children to bring in photos of their family members and pets, which they place on the 'family tree' display. If children become unsettled or unsure during the day, staff invite them to look at the photos to reassure them.

Children are supported by staff to manage their feelings and emotions. They tell staff they have seen news on the television about Queen Elizabeth II's death. Staff sensitively follow children's emerging thoughts and feelings about this event. Children recall their memories with staff of celebrating the Queen's Platinum Jubilee and having a tea party. Staff support children to recognise their different feelings and talk about feeling sad. Children spend time looking at photos and books of the Queen in the setting's reflection area.

Children's behaviour is good. They share well with their friends. For example, children work together to thread shapes. They decide one of them should hold the string still, while the other threads the beads. Children scoop up rice which has fallen onto the floor. They take responsibility for their learning environment.

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

• Staff plan to broaden the experiences children have at home. They help children to find out about people who may be similar or different to themselves. For example, children have opportunities to dress up in a range of traditional costumes from different cultures. This helps children to find out about the world around them.
• Staff are passionate about continually improving the setting. After a recent refurbishment, staff have thoughtfully planned the learning environment. Neutral colours have been used, which staff have found have a calming impact on children. Staff regularly reflect on the opportunities they offer children.
• Staff skilfully find out about children's starting points. They complete regular observations to find out what children already know, and plan how they can build on their knowledge. Staff swiftly intervene if children need additional support to ensure children continue to make progress. They make prompt referrals to outside agencies if required, such as speech and language support.
• Children are becoming confident communicators. Staff introduce new words as they interact with children when they play. They describe the sand and water mixture children have made as 'squelchy' and 'squidgy'. Later, children begin to use these words independently in their play. Staff repeat words back to children, to help them to develop the correct pronunciation of words.
• Staff interact with children throughout the day. Mostly, they give children time to respond when they ask them questions. For example, staff ask children if they know what kind of bird a feather they have found is from. Children excitedly respond with, 'It's from a pigeon.' However, on some occasions, staff do not fully promote discussion with children to extend their learning even further.
• Children sustain their interest in activities for long periods of time. They work together to move guttering pieces to run cars down. Sometimes, staff step in too quickly to tell children what to do when problems occur. For example, when children try to fit toy cars into a trailer, staff step in and put the cars inside for them. Children do not always have time to develop their problem-solving skills independently.
• Parents are very positive about the care the setting provides. They feel that communication is a strength of the setting. Parents receive a detailed handover everyday so they know what activities their children have taken part in. They know how they can support their children's learning at home. Staff find out about the approaches parents are taking to tasks, such as toilet training at home. They follow the same methods so there is a consistent approach for children.

What the setting must and should do next

The provider should:

• promote further discussion when interacting with children to extend their learning further
• allow children more time to explore independently and develop their problem-solving skills.