Chipping Sodbury Pre-School

What is it like to attend this early years setting?

Children arrive happy, excited and eager to learn at the pre-school. They are warmly welcomed by the nurturing and friendly staff. Staff act as excellent role models. Children learn through highly effective hands-on experiences. Staff enthusiastically join in with the children's play and spontaneously develop their learning. For example, staff seize the moment to discuss 'hot' and 'cold' as the sun begins to melt the ice they have found.

There is a clear focus on independency in the pre-school. Children enjoy making decisions about their own self-care and needs. For example, children delight when recalling what they need to wear to go outside in poor weather. Staff also have regular conversations with the children about ways of staying safe. Children confidently risk assess the outdoor area before they go out to play.

Children's behaviour is exemplary. Children show high regard to staff and each other, demonstrating exceptional behaviour. They politely speak to each other during play, sharing and taking turns. Children display excellent positive attitudes to learning. They are impressively self-sufficient and keen to do things for themselves. Children show immense pride in their work and are keen to show their creations.

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

• The manager is an inspiring and passionate leader. She is highly committed to the continuous development of the pre-school. The manager shares her vision with her competent team of staff. She values the knowledge and enthusiasm that the staff bring to the provision and cares deeply about their well-being. The manager inspires staff to attend training and develop their practice. For example, following staff training about building children's independence, children show delight in making 'healthy pizzas'. They skilfully peel mushrooms, before cutting them and placing them on their pizza. Children then recall their prior knowledge in their play, such as peeling real leeks and using these to make pretend soup in the role play area. Together, the manager and her team strive for the best outcomes for all children.
• Staff promote children's communication and language skills well. They quickly identify whether a child may need early intervention. Staff know their children exceptionally well. They make sure that they are supporting them based on their individual needs. They clearly introduce new words to the younger children, such as 'blueberries' or 'pepperoni'. Staff use appropriate questioning techniques to develop children's learning. However, occasionally, children are not always given enough time to think and respond for themselves.
• Staff introduce mathematical language into children's learning and play. Children enjoy filling containers with sand as staff ask them how many more scoops they will need to fill them. Older children confidently comment that if they use one more scoop, it will make two scoops. Staff encourage younger children's understanding of prepositional language. For example, they teach children the words 'behind' or 'in front of' as they roll toy vehicles down a ramp.
• Staff monitor children's learning and development closely. They have a deep understanding of what the children in their care need to do next to move on in their development. Staff have a strong awareness of their key children's interests and personalities. They share this information across the team to ensure continuity of care. Staff apply this knowledge when planning motivating activities to promote children's development. However, at times, staff do not consistently involve the quieter children to help them take a more active part in their learning.
• Children have plenty of opportunity to access fresh air and exercise. They spend as much time as possible outside, in all weather. Children thrive in the stimulating outdoor area. They thoroughly enjoy running around, being imaginative and riding confidently on balance bicycles. Children work together, constructing in the builders' role play area, and they enjoy writing a list of ingredients so they can go on a pretend shopping trip.
• Parents speak highly of the staff and comment that their children make good progress. They report that staff go 'above and beyond' to know the children so well and meet their needs. Parents say that they feel included in their children's learning and development. Staff give parents ideas of how they can support their children's learning at home. For example, they have implemented a 'recipe of the month', sharing ingredients to make a meal at home.

What the setting must and should do next

The provider should:

• provide children with enough time to think and respond to the questions they are asked, to support their communication skills even more
• support quieter children consistently so they are fully involved in their learning, to enable them to participate actively.