Chapel Lane Pre School

What is it like to attend this early years setting?

Children are greeted warmly by staff on arrival at the pre-school. They arrive excited to start their session and see their friends. Children take part in group time, where they talk about the pre-school rules. They feel secure and content in the pre-school because they understand how to keep safe. For example, children talk about the 'kind hands' and 'walking feet' that they need to use in pre-school.

Children behave well, listen to staff and look after their toys. Staff have high expectations for children in all areas of their development. Children access an organised curriculum based on what they are interested in. All children are making progress towards the next steps in their learning.

Children have opportunities for rest and relaxation through activities, including yoga. They remain thoroughly engaged and concentrate intently on moving their bodies into familiar poses. They learn about their own bodies and functions, such as breathing, as they relax, stretch and follow instructions.

Children in the pre-school are very happy. They enjoy the time they have to play and relax. Staff take the time to make them feel valued and so children are keen to tell staff about their experiences. For example, children tell staff about what they play with at home.

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

• The manager evaluates the provision effectively and plans improvements well. For example, she has recently arranged training to increase staff understanding of how to support children with special educational needs and/or disabilities. The manager uses induction and supervision effectively to monitor practice. All staff say they feel well supported in their roles. The manager uses staff meetings well to provide opportunities for the whole team to discuss planned learning opportunities for the children.
• The manager supports staff to organise the environment to suit the children's personalities, interests and current development. Together, they ensure that the children's environment provides a fine-tuned place to play, that supports all areas of learning. However, they have not fully considered all the ways to provide children with opportunities to learn about similarities and differences between themselves and others.
• Staff are building on what children know and can do. They use assessment effectively to monitor progress and plan next steps. Staff consider children's interests and ensure they provide sufficient challenge. For example, children build towers out of blocks, balancing them carefully to see how high they can build. When the tower falls, staff encourage children to think about how they could make the tower stronger. Children are learning to think creatively and problem solve.
• Staff give the children lots of opportunities to do things for themselves. For example, children pump their own paint into pots by pushing down on the pump dispensers. Children are learning to become self-sufficient.
• Staff provide children with time and space to explore their emotions and feelings. For example, they encourage children to use a quiet space when they need to calm down. This opportunity supports children to self-regulate.
• Staff support children's behaviour well. For instance, they consciously redirect children's energy into other tasks or play. The manager expertly models this practice to staff day to day. Children behave appropriately for their age and stage of development.
• Staff join children while they enjoy a healthy snack and they talk about what they are eating. Staff use the opportunity to extend language with words, such as 'squeeze' and 'tongs'. Children are learning through routine opportunities in addition to play.
• Children are learning about the world around them. For example, they excitedly jump in muddy puddles and look at their reflections in them. Children exclaim 'Watch me jump' and 'Where's my shadow?' Staff teach children about what makes a reflection and what makes a shadow. Children are learning early investigative skills.
• Parents give warm feedback about staff members. They say, 'We feel like family here' and the 'Staff are very nurturing'. Parents feel very well supported by the staff with their children's learning and well-being.

What the setting must and should do next

The provider should:

• strengthen opportunities for children to learn about similarities and differences between themselves and others.