Christchurch Pre-School

What is it like to attend this early years setting?

Children feel like they belong at this setting. Children's interests, personality and identity are important to the staff. Staff use what they know about each unique child to inform what they want children to learn. For example, families are welcomed to share their experiences with all children in the setting. Children learn about the people in their community and what makes them special. From sharing these experiences, children learn and develop their understanding of the world and the unique similarities and differences to the people living in their community.

Leaders identify and manage risks well to keep children safe. They organise and develop staff to take ownership of an area of the setting. For example, a member of staff helps children develop their understanding of how to manage their own risks in the climbing frame area. This effective management teaches and enables children to manage their own safety at all times in addition to benefiting their physical skills. Children show positive behaviour and attitudes to the established rules when using the climbing frame.

Relationships between staff, parents and children are positive. Staff establish routines with new children very quickly. Children benefit from calm and connected relationships early. This helps them to feel secure and independently explore the learning and development opportunities in the setting.

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

• Leaders organise the key-person system well. This ensures that children's progress is monitored and assessed effectively. Staff act quickly to close gaps in children's communication and language. They use selected strategies in small-group times to meet the needs of the children. For example, staff introduce objects for children to learn, name and describe, using carefully selected vocabulary. Children maintain attention as the object moves or lights up. In addition to the support in the setting, staff work closely with other agencies to help children make strong progress towards their developmental milestones.
• Staff have a drive to support children to learn and develop well. Staff are quick to act on feedback and engage in regular training and supervision to develop their reflective practice to benefit children. For example, staff implement new creative ideas for children to explore and investigate, such as using vegetables and paint for printing. Leaders support practitioners to identify any learning opportunities during the activity. Staff listen to feedback and make changes to ensure children receive effective support from adults to make progress.
• Children benefit from making healthy choices at snack time. Staff provide nutritious options for children to choose from. For example, children have a choice of milk, cheese, crackers and fruit. Children enjoy making their choices independently and serving themselves. This helps develop their self-care and supports their overall health and well-being.
• Children have ample opportunities to develop their mark-making skills. They access chalk, water, paintbrushes and sponges in the garden. They enjoy making and noticing patterns on the wall. This helps to strengthen children's hand muscles in preparation for early writing.
• Staff actively engage with children to help them make progress in mathematics. They present information clearly to children, explaining and exploring number through play. For example, children listen carefully to staff as they talk about the numerals made of ice. Children excitedly explore the ice with small wooden hammers, hitting the ice and reciting the number names as they hit them. Children get further opportunities to recall their understanding in small groups at different points in the day. For example, staff play games with children, helping them to match the number of frogs to the numerals they previously experienced.
• Staff help children to develop through art and design, including singing, dancing and movement. For example, children dance and sing to music as staff model ways to move their body. They encourage children to join in with the words and they learn how to move rhythmically.
• Most children can recognise when they are happy in the setting. They can communicate the things that excite them and talk about what brings them joy. For example, children openly share their adventures on the local bus. However, on occasions when children become sad or tired, they find it difficult to regulate their own feelings. Staff do not consistently help children to develop an understanding of their own feelings to support their emotional development further.

What the setting must and should do next

The provider should:

• implement strategies to help children understand and manage their feelings to further support their emotional development.