Church Langley Pre-School

What is it like to attend this early years setting?

Children develop strong, nurturing relationships with staff at this warm and welcoming pre-school. They show personality and confidence. Children choose from a large range of stimulating and exciting resources and show high levels of enjoyment and curiosity. For example, children play with water and fill containers as they make potions. They find a piece of a leaf submerged in a bottle and say, 'I wonder what it is?' Children benefit from lots of praise and encouragement from staff, this empowers children and builds their confidence and self-esteem. Staff have high expectations for all children, including those with special educational needs and/or disabilities.

Staff promote children's physical health. Children enjoy playing outside in the fresh air. They have access to a range of equipment and activities that help them to move their bodies and build their muscles. For example, children jump in and out of tyres and climb on the apparatus, jumping off at the end of the run. Children immerse themselves in their play and sustain their interest in activities for long periods of time. For example, they concentrate as they write their names on blackboards and practise early writing skills and letter formation. They mix different colours of chalks on the concrete and discuss the effects.

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

• Children benefit from a curriculum that provides them with enriching experiences. It is based on their interests, what they already know and can do, and their next steps. Staff provide a good balance of free-play activities and adult-guided experiences. They observe children and use evidence to monitor their development. Children make good progress.
• Children show superb interest in books, and they listen to stories attentively. Staff use comments and open-ended questions and seek children's interpretation and understanding. Children's literacy skills are further enhanced through a range of resources to promote their mark making in all areas of the pre-school.
• Children benefit from a language-rich environment. Staff consistently engage children in conversations and understand the importance of giving children time to respond. They introduce new ideas and extend children's vocabulary. For example, children play with the sand, they pat it using their hands and use truck tyres to make patterns. Staff explain to the children how sand is made. They talk about crushing rocks into small 'grains', becoming the sand that children experience on the beach and in the sand tray.
• Children, including those who speak English as an additional language, are supported to make good progress in their communication and language skills. Children show their understanding and communication skills through their responses.
• Staff support and facilitate children's independence well. Children attend to their own needs such as dressing for the garden, using the toilet and washing their hands. Children are encouraged to help tidy-up equipment during transition times. For example, before lunch, they work together to tidy away and make space to sit as a group.
• Children learn responsibility and how to look after their environment. For instance, they use litter pickers to collect rubbish in the garden. They take part in this task to learn how to positively contribute to society and care for the world around them.
• Overall, staff model positive behaviours to children, such as listening and following instructions and responding positively to staff. Children show positive attitudes to learning and have helped to create a set of golden rules. However, these are not regularly used to remind children of the expectations. Occasionally, children struggle to take turns and share. This results in them not being able to understand how it impacts on others.
• Parents provide positive feedback about the pre-school. For example, they feel their children have plenty of opportunities to play and learn, and that their children are making good progress. Parents appreciate the communication they receive, particularly the daily discussions with staff.
• Staff are highly motivated and passionate. The manager reflects on what is working well in the setting, and implements changes together with the team. She provides support to the staff and they say that they feel happy and valued. They receive regular supervision and training.

What the setting must and should do next

The provider should:

• give children consistent guidance and support to help manage their behaviour and learn about what is expected of them.