Chatterbox Pre School

What is it like to attend this early years setting?

Children enter this warm and inviting pre-school happy and ready to learn. They place their things on their pegs and find their name to self-register. This gives children a sense of belonging. Children become excited as they enter the well-organised playrooms. They seek out their friends and key persons, which shows they feel safe and secure.

Children benefit from exploring an on-site woodland area. They learn about different creatures and their life cycles. Staff teach children about the world around them, including how to grow vegetables and that bees make honey. For example, children plant some seeds and talk about how bees use the pollen from plants to make honey. Staff introduce new words and their meanings, such as 'compost' and 'nectar'. They encourage the children to count their seeds and get them to fill their pots to half full. Children talk about how big their plants may grow, which develops their knowledge of mathematical language and concepts.

Staff understand the importance of children developing strong communication skills. They encourage children to participate in small-group activities to support their listening skills and build their confidence in speaking to others. Children enjoy listening to stories and singing nursery rhymes. They recall past learning and like to engage in discussions about their experiences. Staff repeat words back to the children using the correct pronunciation, which enhances children's vocabulary and language skills.

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

• The manager and her small team have created a curriculum that uses a blend of child-led play and adult-led activities. Staff plan activities based on the children's interests and the next stages of learning. They interact with others to extend their knowledge to ensure they make continuous progress from their starting points.
• The pre-school is based on a military camp. The children take walks in the local community. They visit the local coffee shops, post offices and parks. Children wave to the guards and other families who live on the base, which develops their social skills and builds their confidence in different places.
• Staff build strong links with local childminders, nurseries and schools. They share information with dual placements to ensure children receive continuity of care. Staff collaborate with the local Reception teachers to arrange visits to the school. They provide children with photos and uniforms of the schools they will be attending. Staff talk to the children about where they will be going next and any friends that will be joining them. This helps to prepare children for their transition to school.
• Overall, children behave well. They form strong friendships and engage well together. Staff help children to learn to share the resources by introducing sand timers and encouraging 'gentle hands'. However, at times, staff do not consistently support children in understanding how their behaviour affects others and in using their words to express their feelings when they get frustrated. This means children do not always learn how to manage their feelings and behaviours effectively.
• The staff focus on building good relationships with the children and families in their care. They provide parents with detailed feedback on their children's development and progress. Parents praise the team for being extremely welcoming and for helping them to settle into the community. Parents receive a wide range of support and guidance on any concerns, such as discussions on potty training, supporting children's communication and helping with fussy eating.
• Children with special educational needs and/or disabilities are well supported. Staff work closely with parents and other professionals to set personalised targets. They use the funding to provide children with small-group and individual activities to ensure they make the best possible progress.
• Staff focus on teaching children how to do things for themselves. Children show that they understand the importance of good hygiene practices and they use the toilet independently. During snack time, children pour drinks and spread their chosen topping on their crackers, which builds their muscles for later writing skills. However, staff do not always reinforce the pre-school's daily routines and boundaries. For example, children run around inside and do not always tidy away before going into the garden. Therefore, children do not develop a strong sense of responsibility.

What the setting must and should do next

The provider should:

• support children further to understand the impact their actions can have on others, to help them manage their feelings and behaviours effectively
• support all staff to be consistent in reinforcing rules and boundaries so that children develop a strong sense of responsibility.