Children Of Towan

What is it like to attend this early years setting?

Children and their families receive a warm welcome into the pre-school. The dedicated staff team work well together to set out an inviting range of activities in the large hall. Staff carefully consider each child's interests to plan an exciting curriculum. For example, children are keen to build paths with large wooden blocks of different sizes and shapes, and excitedly run along their construction. This helps to develop children's gross- and fine-motor skills and refine their hand-to-eye coordination. Staff skilfully support them to think about different designs to add more challenge. Children plan and negotiate about the structure and take turns to join in. There is lots of laughter as children enjoy the activity.

Children thoroughly enjoy their regular visits to the beach. They look at the safety notice board to read how many lifeguards are present. They excitedly jump into big holes in the sand and find stones to place in a large circle. Staff help children to learn about sea pollution. For example, children listen intensely to a story about a whale mistakenly eating plastic bags. They carefully look for plastic nurdles in the sand and give them to a staff member. Children are kind and respectful to each other. Their behaviour is excellent.

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

• Since the last inspection, staff have attended many training courses. Staff keenly talk about and share their observations and accurate assessments to plan and adapt their curriculum effectively. Staff are proud of the improvements they have made to their teaching, range of resources and the environment. For example, children's natural curiosity to explore and experiment is successfully enhanced by the changes made to the outdoor learning area. Children make bug hotels and are fascinated by the summer inhabitants of hoverflies and their larvae. They learn how to be kind to living things. Children happily pour water down funnels and watch with excitement as it travels along gutters and down into buckets. They show delight as they discover how more water results in a louder splash.
• The pre-school manager/owner provides good leadership. He works well with his team and supports them to be reflective about their role and responsibilities. However, occasionally, children do not receive sufficient support to help them to learn how to manage their personal needs, such as dressing to be ready to play outside. There is limited staff direction and deployment. This results in children waiting too long and not being involved in purposeful play.
• There is a good focus on developing children's communication and language skills. In particular, staff engage children very well in dialogue. They encourage children to express their thoughts and model language well. However, at times, staff do not choose the right storybook for the younger children and do not fully explain how their chosen prop relates to the story. As a result, children are not fully engaged, do not know how to join in with repeated phrases or how to use their animal prop to enrich the experience.
• Staff successfully support children to foster an understanding and respect for people and communities beyond their own. For example, during a walk to the beach, children show great interest in the different characteristics of snails they see on the stone walls. Staff expertly use the opportunity to recognise and celebrate differences for children to understand. They talk about different skin and hair colours and explain no one is better or deserves more because of the way they look. This helps children to appreciate diversity and to develop a positive sense of self.
• Relationships with parents are a particular strength at this pre-school. Parents feel well informed and involved in their children's learning. Daily discussions and use of digital communication keep parents up to date about their children's progress. Parents comment positively on the commitment of the manager/owner and his staff team to provide a friendly and welcoming environment.

What the setting must and should do next

The provider should:

• provide further support to help children learn how to manage their personal needs, such as dressing to be ready to play outside
• enhance opportunities for young children to enjoy and develop their communication and language skills, while looking at books and listening to stories.