Clever Clogs At Westerings

What is it like to attend this early years setting?

Children arrive extremely happy and excited to start their day. They are enthusiastic and curious as they explore in this well-equipped pre-school. There is a tremendous sense of purpose and focus throughout and children thrive. Children investigate outside, negotiating the climbing frame, sliding down the fire pole and swinging on the rope swing. They make cakes and 'silly soup' in the mud kitchen and sing with glee as they create their concoctions, using mud, leaves and flower petals. Children confidently lead their own play and chat about their ideas. For example, they discuss what they are going to add next and what their soup is going to be called.

Children demonstrate excellent behaviour. They show kindness and consideration for each other, and this results in high levels of well-being. Children are respectful and know how to share and take turns. For example, when playing hopscotch they hop and jump, shouting out the numbers. Children wait patiently for their friends to finish. They cheer and celebrate each other's achievements.

Children are aware of keeping themselves safe. They know the rules when using the outdoor fire pit. They risk assess their own resources, deciding when the rope swing needs to be raised. Children have a true sense of belonging. They know the rules and boundaries and why they are in place.

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

• Staff provide a well planned and ambitious curriculum that keeps children wonderfully engaged and focused on their learning. Staff skilfully move children on when they are ready, and this results in children making rapid progress. For example, children learn a specific sound. They practise naming familiar objects that start with that sound. This supports children's language development and pronunciation.
• Children play with coloured rice. They fill containers and weigh them on scales. Staff support children to understand 'more, less' and 'the same'. Children slowly and skilfully add more rice to each side of the scales until they are even. Children are learning mathematical concepts.
• There are extremely strong relationships between staff and children. All children are treated with the utmost respect. Staff ensure that they know the children exceptionally well. They model exemplary behaviour and are gentle and kind. They respect the children's individuality, ensuring that every activity can be adapted to suit the children that are attending.
• Children make rapid progress in their ability to be independent. This results in elevated levels of confidence. Children put on their own wellington boots when playing outside. They wash their hands before lunch and open their own lunch boxes and contents. Staff empower children to carry out tasks and celebrate their successes.
• Staff use every opportunity to support children's curiosity and imagination. For example, children use torches to explore the outside environment. They investigate in the playhouse and 'bug hotel', looking for insects and spider webs. Staff skilfully extend their language, using more complex and descriptive words. This helps to broaden children's vocabulary. Children discuss their favourite books and use the characters to make up their own stories.
• Staff teach children to respect their environment and the world around them. Children make bird feeders and learn that birds need extra food in the winter. They grow their own vegetables and then pick, cook and eat them. Children 'litter pick' and rake the grass in the summer. They are learning about sustainability and life cycles.
• The manager is committed to providing excellent care and education for children. She organises meticulous systems of monitoring staff practice and supervision meetings. She identifies training requirements quickly to meet the needs of the children. Staff report their morale and well-being is high. They state that they feel part of the team and are well supported.
• The manager has developed outstanding partnerships with parents. Parents say they would highly recommend the pre-school and say that 'their children are thriving' and 'they have made amazing progress'. Parents are kept fully informed of their child's progress.
• The manager and staff work very hard to ensure the pre-school is fully inclusive. Children with special educational needs and/or disabilities (SEND) receive exemplary care and education. The manager and staff are extremely knowledgeable and skilled in the identification of SEND, and promptly implement strategies to support children. They work closely with external professionals, which results in the most vulnerable children making rapid progress.