Cherubs Preschool

What is it like to attend this early years setting?

Children arrive at the setting excited and eager. Staff greet them with a warm welcome. They have formed secure bonds with staff at the pre-school. Children are quick to settle, and they put their belongings away and engage in play with their friends. Children are safe and well cared for.

Leaders ensure that the curriculum is well sequenced, engaging and ambitious for all children. Children have opportunities to participate in activities and role play related to the 'people who help us' theme at the pre-school. Older children dress up as police officers, and staff talk to children about the importance of the different types of uniform. Children learn that police vests protect the officers and keep them safe. Younger children learn about fingerprinting. They identify names for different fingers and place them correctly on a chart. All children make good progress from their individual starting points.

Staff have high expectations of children's behaviour. During circle times, they sing a 'song of rules'. Children can explain the importance of each rule, and they understand that using their 'walking feet' indoors can 'stop' them from getting 'hurt'. Staff give children praise for following the rules, such as saying 'good listening' and 'thank you for sharing'. Children receive this praise positively and smile.

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

• Staff focus well on communication and language skills. Staff ask questions to extend children's conversations and learning. Children talk to staff about cooking with vegetables in the kitchen. They explain why they need to wash them before they can cook them. However, sometimes, staff do not fully engage all children, specifically younger children who have fewer language skills.
• Staff encourage children to behave well and interact positively with others. Staff are quick to notice conflict between children. They support children to talk about what has upset them and help them to resolve conflict with others. This has a valuable impact on children's self-regulation and well-being.
• Partnership with parents is highly effective. Parents speak highly of staff at the pre-school and say they are nurturing and approachable. They have regular meetings with key persons to discuss children's progress and next steps. This enables parents to contribute towards their children's learning.
• Staff use assessment well to check what children know. They use this information to plan suitable activities to develop children's learning further. Staff support children to play alongside others. They play magnetic fishing games in small groups to develop children's turn-taking, listening and understanding. As a result, children play cooperatively with others, and children with additional needs benefit from this particularly well.
• Staff provide children with opportunities to develop their independence. Children wash their hands before mealtimes. They pour their own drinks and self-serve snacks. After lunch, they dispose of leftover food into bins provided and clear their belongings away. Consequently, children manage their self-care routines well.
• Leaders engage with parents, external agencies and staff effectively to plan support for children who have special educational needs and/or disabilities. Staff training needs are identified, and staff complete additional training on autism awareness, speech and language and sign language. The training supports staff with their day-to-day practice and their own continuous professional development.
• Activities planned are age- and stage-appropriate, and staff understand the areas of learning well. However, on some occasions, adult-led activities can limit children's ideas and exploration. For example, staff tell children where to place wheels and windows when creating pictures of police cars. They limit their colour choices, so the children can only use blue paint. Sometimes, staff focus on the outcome of an activity and do not allow children the opportunity to learn from the processes involved.

What the setting must and should do next

The provider should:

• actively engage all children, especially those who have fewer language skills or lower confidence, to fully support their learning
• help staff understand the learning children benefit from when they represent their own ideas and knowledge.