Clifton Street Pre School

What is it like to attend this early years setting?

Children flourish in this warm and inclusive setting, which is firmly rooted in a child-centred ethos. Each child is recognised and valued as an individual, with their needs placed at the heart of practice. Staff build secure, trusting relationships that promote children's emotional well-being. As a result, children feel safe, settled and confident to explore the carefully planned environment with curiosity and purpose.

From arrival, children are warmly welcomed by caring, attentive staff. Children are familiar with routines and wash their hands confidently as they arrive. Staff are responsive to children, supporting their emotional and physical needs through nurturing interactions and familiar routines. This inclusive approach ensures that all children, including those with special educational needs and/or disabilities (SEND), are valued and fully involved in the life of the setting.

The curriculum is ambitious, well sequenced and carefully tailored to meet children's individual needs and interests, particularly supporting disadvantaged children and those with SEND. It builds on what children know, encouraging curiosity, independence and resilience. Staff model high expectations and positive attitudes to learning, which children reflect through enthusiastic and sustained engagement. As a result, children make strong, meaningful progress across all areas of learning and are well prepared for the next stage of their education.

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

• Children demonstrate high levels of perseverance in their play. In the garden, they confidently explore open-ended resources, such as pipettes, syringes and spoons, to create 'potions' in containers of different shapes and sizes. They persevere as they transfer and mix materials, showing curiosity and problem-solving skills. Staff build on this interest by revisiting familiar concepts, such as mixing bicarbonate of soda with vinegar, and use open-ended questions to extend children's thinking. This encourages children to express their ideas clearly and supports their growing confidence and independence.
• Staff manage mealtimes calmly and purposefully, creating a positive social experience for all. They use these routines as learning opportunities, following a clear and sequenced plan. Children confidently take responsibility for handing out snacks to peers, demonstrating independence and cooperation. Staff sit with children throughout, providing gentle support and maintaining a safe, nurturing environment. This consistent approach helps children to develop important self-care and social skills.
• Staff skilfully embed mathematical language into everyday play and routines, laying strong foundations for future learning. For example, when setting the table, staff ask children if there are enough plates and cups. When children identify that more are needed, staff ask, 'How many more do you need?' Children are given time to think and respond confidently and accurately. This supports early number sense and problem-solving skills.
• Communication and language are promoted well through small-group sessions that are tailored to children's developmental stages. Staff carefully select stories to suit both younger children and those preparing for school. They read familiar books with enthusiasm, capturing children's attention and encouraging participation by pausing to ask, 'What do you think will happen next?' Children respond with interest, developing vocabulary and comprehension. Staff also support children who speak English as an additional language by incorporating simple sign language into routine tasks, promoting their understanding and inclusion.
• Families report a strong culture of communication and trust. Parents and carers praise the nurturing, approachable staff and feel confident raising questions or concerns. Transitions, especially when children start at the setting, are managed sensitively and tailored to meet whole-family needs. This thoughtful approach strengthens emotional foundations and demonstrates the setting's commitment to inclusive, family-centred care.
• Staff have high expectations for children's learning and behaviour. They model respectful interactions and good manners with children and each other. During play, staff ask thoughtful questions, listen carefully and thank children for their contributions, helping them to feel valued and heard. However, routine activities throughout the day require further review as some children become easily distracted and lose focus. Staff are not consistently successful in maintaining children's engagement and involvement at these times.
• The setting fosters a strong culture of reflection and continuous improvement. Staff regularly evaluate their practice and implement meaningful changes to keep the environment inclusive, child centred and responsive to all children's needs.

What the setting must and should do next

The provider should:

• review arrangements for routine activities throughout the day, minimising disruptions and providing calm, well-managed support to help children maintain focus and engagement.