Cherry Tree Preschool Playgroup

What is it like to attend this early years setting?

Leaders have worked diligently to make improvements to the pre-school since the previous inspection. This includes ensuring that all members of the pre-school committee have undergone the required checks with Ofsted, as required. Additionally, arrangements for staff to undertake relevant training and receive regular support are in place and working well. Action plans for the continued monitoring of practice ensure that consistent standards are maintained. As a result, the standards of care and education that children receive are significantly improved.

The dedicated staff provide an exciting and inviting learning environment for children to explore, both indoors and outdoors. This creates lots of opportunities for children to follow their own thinking and ideas as they play. Staff form close and positive bonds with children and their families. Children eagerly arrive at the pre-school and are happy to see the staff. Children settle quickly into their self-chosen activities. The revised curriculum is well thought out and takes account of children's current interests and the way they prefer to learn. All children, including those with special educational needs and/or disabilities (SEND), make good progress.

Staff are excellent role models for children. They provide lots of gentle reminders to share and take turns, and they encourage children to work together to solve problems. For example, older children model the correct way to use items, such as a glue stick and scissors, to younger children. Older children hold the door open for adults, demonstrating high levels of kindness and mutual respect.

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

• Children benefit greatly from engaging in good-quality back-and-forth conversations with staff. Staff ask purposeful questions and allow time for children to think and formulate an answer. For example, as children play with sand, they explain to staff how the sand 'trickles' through the holes in a sieve. When younger children mispronounce words, staff repeat the correct word or sound back to them. This reinforces children's understanding and helps to build their growing vocabulary.
• Staff skilfully weave mathematical concepts and language throughout children's play. For example, children predict how many scoops of sand it will take to fill a bucket and count out the correct number of plates and cups needed for snack. Children learn about numbers as staff explain how to use a tape measure. Staff use language such as 'taller', ' shorter', 'bigger' and 'smaller'. Children develop firm foundations for further mathematical learning.
• Children have some opportunities to practise their independence and self-help skills. For example, they hang up their belongings, wash and dry their own hands and clear away their snack items to the bin. However, occasionally, staff's keenness to help children, particularly the older children, limits opportunities for them to have a go and do more things for themselves. This impacts children's readiness for formal schooling.
• Leaders and staff are dedicated. The newly appointed committee are now providing valuable support. This is having a positive impact on the pre-school. For example, the presence of regular volunteers enhances the quality of care and education children receive. The very small team works well together. Staff benefit from regular support, coaching and training. As a result, the pre-school is safe and stimulating and all children are supported to make good progress.
• Staff value the importance of fresh air and exercise, and children receive this in abundance. Children are encouraged to brush their teeth after eating their snack and take part in activities about maintaining good oral hygiene. Children have ample opportunities to develop physically. For example, outdoors, they scale the grassy verge, climb in and out of tyres, pedal bicycles and have lots of space to run freely. Children are supported to lead a healthy lifestyle.
• Staff know children well and, overall, plan for children's next steps in learning. However, the delivery of the intended curriculum at some routine times of the day, such as circle time and story time, does not support all children in remaining engaged and highly focused, particularly the younger children. As a result, some younger children become restless and fidgety and, at times, disengage from the activity. This limits children's enjoyment and potential learning.
• Partnership working is a real strength of the pre-school. Parents highly praise leaders and staff for the dedication and care shown to their children. Leaders and staff work closely with other agencies when they identify any children who may require additional support. Support plans are rigorously implemented by staff. Outside agencies praise staff for their hard work and commitment to the children, particularly those with SEND. This ensures all children are prepared for later learning and their eventual move to school.
• Children display high levels of self-confidence and self-esteem. For example, they run into the pre-school, quickly find their friends and play cooperatively without support. Children demonstrate care and compassion. For example, they explain to visitors how one of the resident butterflies has a 'poorly wing' and, as such, needs to become 'stronger' before it can be released from the enclosure.

What the setting must and should do next

The provider should:

• provide children with enough opportunities to develop their independence and self-help skills so they are fully prepared for their next stage in learning.
• support staff to manage routine times of the day in a more constructive way that supports children to remain focussed and engaged, particularly the younger aged children.