Claydon Pre-School

What is it like to attend this early years setting?

Children have a lovely relationship with the staff. They are greeted at the door by friendly and caring staff, who welcome them into the pre-school. Children readily leave their parents and carers and go off to find their friends. Staff set out activities that children enjoy, and children choose what they want to do. They also select confidently from stored resources. Children are familiar with the consistent routines. They are given notice of when activities need to change and enthusiastically help to tidy away the resources that they have been using. Children behave well. They have a positive attitude to learning and develop the key skills needed to be ready for school.

Children readily lead their own play and learning. Staff are guided by what children want to do and chat with them as they play. Those children who learn best from being outdoors can do so. Staff provide for all areas of learning outdoors and build on children's interests. For example, when children are looking for pretend minibeasts in sand trays, a member of staff suggests that they go and find real insects. Children show a good interest in where insects may be 'hiding' and enthusiastically move around the garden, searching behind stored resources.

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

• Staff help children develop a positive sense of themselves. The key-person system is implemented well. Staff know about children's home lives and talk to them about their families. Children build secure and trusting relationships with staff, significantly enhancing their sense of belonging.
• Children benefit from the priority staff place on promoting their communication and language skills. Staff engage children in meaningful conversation. Children enjoy sitting in small groups with staff to listen to stories. They talk enthusiastically about the illustrations. Children readily recall familiar stories and predict what happens next.
• Staff have high expectations of children's behaviour. Children play well together and respond positively to the needs of others. For example, when playing on wheeled toys in the garden, children consider the needs of their friends and readily share and take turns. Staff praise and value children's good behaviour and individual efforts.
• Children make good progress overall. Leaders design a curriculum that is built around children's interests and meets their needs. Staff know the children well and fully engage in the children's play. They adapt activities, so that all children can participate at their own level. However, staff do not always implement activities well enough to provide children with sufficient challenge and build on what they already know and can do.
• Staff work hard to meet the individual needs of children with special educational needs and/or disabilities. They ensure that additional funding is used to the benefit of the children for whom it is intended. All children are fully included in the routines and activities of the day. Despite this, some children become restless and quickly lose interest in routine, whole-group activities. Staff do not organise these well enough to support all children to listen and concentrate.
• Staff ensure that the premises are clean and fit for purpose. Children manage their own self-care relevant to their age and stage of development. They learn about the importance of good personal hygiene. Children confidently wash their hands before eating. Their rest and sleep needs are met well by staff.
• Parents appreciate the good levels of communication, both verbal 'at-the-door' discussions and online communications. Staff encourage parents to remain involved in their child's learning and continue to share what they know about their child. Parents describe staff as 'friendly and approachable'. They state that any concerns are managed with understanding and care.
• Staff have regular opportunities for supervision meetings with management. This helps to foster a culture of mutual support and tackles any incidences of underperformance. Staff's professional development is encouraged.
• The provider and senior staff have a clear vision for the continuous improvement of the pre-school. They have an action plan for development. This includes improving the undercover, outdoor area and supporting staff to implement activities to the highest level.

What the setting must and should do next

The provider should:

• develop staff teaching skills to enable them to consistently provide the highest quality of teaching that builds on what children already know and can do
• review and improve the organisation of routine times, when all children are sitting together.