Chestnuts Preschool N15

What is it like to attend this early years setting?

Children are happy and settled in this lively pre-school. They build positive relationships with staff, which help them to feel safe and secure. Staff know the children well and design a curriculum that is based around the children's interests. Children indulge their love for books. They select books from the reading corner to share with staff. They enjoy repeating back the words and linking them to the pictures. Children enjoy a range of activities linked to the stories they have read such as 'The Gingerbread Man'.

Children show positive attitudes to their learning. They show determination as they master the skills of using scissors. Children respond positively to staff, listening to their requests and instructions. They understand that when staff shake the tambourine, they should tidy away the toys and sit on the carpet. Children join in with familiar songs and rhymes eagerly. They sing together joyously and giggle and laugh as staff interact with them.

Children behave well. Staff have high expectations for children's behaviour. They teach children good manners as they sing a song about, 'please and thank you'. Staff swiftly support children to manage any conflicts that arise. This helps them to develop the skills to resolve difficult situations and form positive relationships with their peers.

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

• The manager and committee work cohesively together to ensure the pre-school runs smoothly. They have a shared commitment to continually improve the pre-school and ensure that children have good outcomes. For example, they have plans for improvements to the outside area to enhance the learning experience for children. The manager ensures that staff are well supported with supervision, and training is identified to help staff further develop their teaching skills. This helps staff support children to make good progress in all areas.
• Children who speak English as an additional language are well supported. Children's home languages are embraced in the setting. Staff greet children with 'Good morning' in their home language. The team speak a wide range of different languages, which they readily use with the children as they play and interact with them. This helps children with their understanding of routines and supports them to develop their communication skills.
• Children enjoy a range of planned and child-led activities. For example, they enjoy making ginger-scented dough. Staff introduce new words to children, such as 'ginger' and 'flour'. Children build strength in their hands as they knead the dough. However, staff do not always recognise when children need more help to fully engage in activities. This results in children not fully benefitting from their learning experience.
• Parents speak highly of the setting. They comment that the staff are very friendly, and they get to know the children quickly, which helps them to settle. Parents receive regular communication about their children's progress and attend termly meetings with their key persons. Staff actively share with parents what the children have been learning, so they can continue this at home.
• Children learn how to keep themselves healthy. They enjoy a wide range of healthy fruits for snack. They have plenty of opportunity to be physically active in the outside area, riding tricycles and scooters up and down. Children learn good hygiene practices, as they are encouraged to wash their hands and put tissues in the bin.
• The manager has a clear understanding of how to prepare children for school and the skills they need to develop for this transition. However, sometimes, staff do too much for children. For example, staff do not provide enough opportunities for children to try things themselves, such as adding their own ingredients to the bowl as they make dough.
• Staff support children to develop their understanding of the world. They enjoy trips to the local shops and picnics in the park. Children benefit from parents visiting to talk about their professions, such as paramedics and nurses. This enables children to learn about people who help them in their local community.

What the setting must and should do next

The provider should:

• support children who need more help to become more deeply engaged in their learning
• extend opportunities for children to do things for themselves to support their independence.