Chipperfield Preschool

What is it like to attend this early years setting?

Children thoroughly enjoy the time they spend in this friendly pre-school. They are excited to arrive, and are eager to join in the interesting activities that staff skilfully plan. Children demonstrate they feel safe and secure in this nurturing environment. They form close bonds with staff, who are always on hand to offer support. For example, when children fall over, staff are swift to comfort and reassure. Children with special educational needs and/or disabilities (SEND) demonstrate particularly close relationships with staff. They seek out their key staff for affection and cuddle up to them for comfort when tired.

Children enjoy a language-rich environment. They independently explore several cosy reading areas, both indoors and in the secure garden. Staff role model excellent language skills and demonstrate new and descriptive vocabulary at every opportunity. For example, they encourage children to explore the 'squishy' and 'slimy' spaghetti and custard in a sensory activity.

Children are highly sociable and engage well with visitors to the setting. They chat excitedly about the fireworks they have seen and invite visitors into their play. Children demonstrate great confidence. Staff use carefully constructed group sessions to build children's self-esteem. For example, children hold up their artwork and delight at the praise they receive from staff and their friends.

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

• The manager places sharp focus on developing children's communication and language skills. She adopts local teaching initiatives to support children's learning and talks passionately about the positive impact it has on their development.
• Children show high levels of curiosity in their play. Staff promote this by recognising children's interests and encouraging them to expand their ideas further. For example, children have enjoyed exploring the characters and objects in the 'Room on the Broom' story. Staff support them to explore the story further and create their own potions in the outdoor kitchen.
• Staff work closely with families from the start. They gather detailed information about children's interests and abilities, and plan exciting activities, which they skilfully adapt to meet children's needs. For example, children are making pictures of the fireworks they have seen. They use their hands to make marks and explore the textures of various paints. Those who are reluctant are supported to use string and brushes to create their pictures.
• Staff are skilled at teaching children how to manage risks. They use age-appropriate methods to support children's understanding of how to keep themselves and others safe. For example, children use chalk to mark out arrows in the garden area. They understand to follow the arrows when riding on bicycles and scooters, so they do not knock into others.
• The manager reflects well on all aspects of her practice. She regularly assesses the environment to ensure it continues to meet the needs of all children who attend. For example, the manager recently acquired a canopy in the garden. This allows children access to outdoor play in all weathers.
• Children with SEND are particularly well supported in the pre-school. The manager displays high levels of integrity, when planning how to distribute additional funding. She provides quality one-to-one support with nurturing staff, who have in depth knowledge of children and their needs. This enables all children equal access to learning opportunities.
• Parents speak highly of the manager and staff and the nurturing care they provide. They value the detailed communication they receive about children's progress, and the support given to continue their development at home. Parents of children with SEND are particularly complimentary about the focused care their children receive. They comment on how the manager and staff go out of their way to support their children.
• The manager and staff are skilled at providing interesting and engaging learning opportunities. They adapt activities well to meet the needs of individual children. However, staff do not always extend their teaching beyond what they have planned. Opportunities to develop children's learning further are, on occasion, missed.

What the setting must and should do next

The provider should:

• adopt more flexible teaching methods to consistently extend children's learning during activities.