Clanfield Community Pre-School

What is it like to attend this early years setting?

Children arrive full of smiles and are eager to start their day. They excitedly discuss their costumes as they celebrate World Book Day. Staff respond with great interest, which helps children feel valued. Children form strong bonds with their key person. For example, children who are upset are comforted with cuddles and reassurance. As a result, children settle extremely well, demonstrating that they feel safe and secure.

Children have lots of opportunities to learn about the world around them. For instance, staff arrange police officers to visit the pre-school as the children learn about different occupations. Children begin to understand the need to respect and care for animals. They make bird feeders and learn that birds need extra food in the winter. Children visit shops, where they become familiar with real-life experiences. Subsequently, children gain a variety of valuable skills required for their future learning.

Children enter the main learning areas with enthusiasm and curiosity. Activities are accessible and reflect children's interest. For example, they demonstrate high levels of engagement as they explore drums and experiment with sounds. Children are confident and develop resilience as they persevere at tasks they find challenging. For example, they keep on trying despite falling off the balancing beam. They behave well and listen to staff instructions with care and attention. This helps children develop positive attitudes towards their learning.

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

• The dedicated manager and her staff team create a curriculum that reflects what children need to learn next. They recognise the impact the COVID-19 pandemic has had on children's development. In response, they create opportunities to focus learning in key areas. For example, staff ensure that they talk slowly and clearly when modelling new words, such as 'peel' and 'swede'. This supports individual children's language skills. Staff show great talent as they tailor their teaching to reflect the children's varying learning needs. As a result, children, including those with special educational needs and/or disabilities, make steady and consistent progress.
• Staff provide lots of opportunities for children to learn to manage their personal needs. Younger children confidently have a go at spreading butter on their toast. They understand the hygiene practices and wash and dry their hands before meals. Children are learning to keep themselves safe and healthy.
• Children enjoy an exciting range of experiences that support their physical development. For instance, children skilfully navigate their way through agility tables. This helps to promote children's small- and large-muscle development.
• Children develop their coordination and core muscle strength.
• Children develop a love of reading as they engage in conversation about their favourite stories. For example, children recall the Goldilocks adventures. This helps to develop children's vocabulary effectively, and the children become confident communicators.
• Children have ample opportunities to practise and develop their early writing skills. They enjoy exploring mark-making tools and materials to further develop their fine motor skills. For instance, they carefully use mini-play hammers and pins to knock wooden shapes into place. Children develop skills they need for the next stage in their education.
• Children create unique patterns from beads and buttons. They show incredible focus and engagement placing them on wooden blocks. They glue some other pieces together to make exceptional creations. This support children's creativity, independence and problem-solving skills. The freedom of expression helps children to make rapid progress in their learning and development.
• Staff benefit from regular training opportunities and effective supervision. This is successful at driving improvement. For example, staff complete early years foundation stage training to develop their knowledge and understanding further. They work together to provide good-quality care and education for all. However, on occasion, staff do not communicate successfully with each other. This means children get mixed messages. Although children listen well, this sometimes creates confusion about what children should do next.
• Partnership with parents is strong. They speak very highly about the support they receive from staff. Parents value the learning opportunities the pre-school offers to children, such as visits to the on-site school. This supports their eventual transition. Parents know their children's key people, and they are happy about the progress their children are making in their learning.

What the setting must and should do next

The provider should:

• strengthen staff communication so that children receive consistent and clear information to maximise their learning outcomes.