Christ Church Clifton Pre-School

What is it like to attend this early years setting?

Staff provide children with an array of opportunities that are tailored to suit their individual needs and interests. All children, including those who learn English as an additional language, develop strong foundations for learning. Children build on their small physical skills when carefully manipulating clay with their fingers to create a 'flower world'. Staff role model various ways to use the clay and encourage children to poke, roll and squeeze it. Children use language well, for example, 'It's flat now ready for my flower people.' Outside, children learn the importance of working together as staff encourage them to fill buckets with water to pour down guttering. Children excitedly say, 'Look, we have made a gigantic flood.' Children notice a gap in the guttering, and staff question, 'What can we do to fix that?' Children use their critical thinking skills well as they pause to think, reach for a bucket and put it under the gap, confidently solving problems. Children curiously question, 'Will that work now?', and staff say, 'Let's try!'

Staff have high expectations for children's behaviour and use consistent routines and boundaries to support them. Older children understand the concept of sharing as they independently use a sand timer to wait their turn. Staff are excellent role models for children. Children have formed wonderful relationships with each other. They show care and concern and recognise others' feelings. For example, younger children become upset and older children gently rub their arm and say, 'You can sit next to me. It's ok.'

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

• The manager and the staff carefully plan and implement an ambitious curriculum, supporting children to extend their learning through real-life experiences. Children water the vegetable patch and ask, 'Where are the cucumbers and what will they look like?' Staff help to secure links in children's thinking by thoughtfully showing a grown cucumber. Children then ask, 'Why has that one grown faster?' Staff introduce new concepts to children, for example, saying, 'This one has grown in a greenhouse.' Children are highly motivated and inquisitive learners.
• The manager has recently extended on the information staff gather from parents when children start at the pre-school. For example, more detailed information about children's fears and worries enable staff to create targeted next steps for children, in particular, helping them to label their feelings. The manager works closely with outside professionals to implement effective strategies to support children, such as visual timelines, helping them to understand what is coming next. This creates seamless transitions between activities.
• Children develop their mathematical skills well. Staff naturally expose children to mathematical language throughout day-to-day routines and activities. For example, during snack time, staff introduce 'halves' and 'quarters' when cutting fruit. Children point out, 'That's a six' as staff use number flashcards when children vote for their favourite story. Staff challenge children's learning as they count together in Japanese.
• The manager places great focus on providing varied experiences for children, teaching them about the wider world. Children visit local woodland during their weekly forest school sessions, and they take part in activities, such as den building. Staff take children to the local beach during 'beach school', and children learn about textures of real-life objects, such as seaweed, pebbles and sand. Staff notice a progression in children's confidence and cooperation.
• The proactive manager monitors staff's practice effectively through regular supervisions, and staff report high levels of well-being. Staff have access to targeted training to develop their skills and ensure that children receive high-quality teaching. For example, staff have recently attended training on culturally appropriate resources. Staff have implemented strategies from this training, such as working closely with parents to translate core stories into children's home language, helping all children to deepen their love of literacy.
• Parents commend staff for their dedication and passion to not only their children but for the whole family. Staff provide weekly coffee mornings to support parents with subjects, such as toilet training and creating boundaries. Parents comment on the effective strategies that support home learning, including the 'lending library'. They receive consistent and detailed information about their children's development and know their next steps in learning.