Clophill Pre School

What is it like to attend this early years setting?

Children thrive and make rapid progress in this vibrant setting. They settle quickly and become confident learners, exploring and determining their play. For example, children decide to 'cook' outside. They describe how they make 'woodchip cupcakes', making a written record of the recipe. They delight in new discoveries, such as lichen, eagerly learning how this grows. Children's behaviour is exemplary and they demonstrate a mature understanding of their feelings. For instance, they join in with simple sessions, such as 'eagle flying', where they are aware of their breathing and movement, helping them to feel calm. Children gain an excellent awareness of their local community and are fully involved in community life, helping them develop a strong sense of belonging. For example, they help stock the food hub and tend an allotment, where they grow produce to sell in their shop.

Wherever children choose to play, they are excited and challenged. For instance, children play in the culture garden, examining and discussing artefacts from around the world. They competently use balance bars, developing their core strength and coordination. Children demonstrate a deep sense of security and are fully involved in daily routines and decisions. For example, they help prepare snacks, such as carrot bread, for the following day. Children are gaining an excellent awareness of how to keep themselves healthy. They examine illustrations and decide which teeth are 'good' and which are decayed, discussing healthy food options.

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

• Managers are committed to offering children the very best learning environment. They inspire staff, truly valuing their work and taking care to promote their well-being. Staff report that they love their work and feel exceptionally well supported. They complete additional training, cascading this to the whole team and making use of all learning in order to offer children the highest level of support.
• Managers expertly monitor children's development, ensuring that no child falls behind in their learning. Staff and managers pay meticulous attention to understanding each child and their family. They make highly effective use of additional funding to ensure that every child is included and can access all opportunities.
• Staff have a deep understanding of the innovative curriculum. They expertly implement this, making superb use of the outdoor area. They offer exciting play experiences that inspire children to explore and learn. Every child, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, makes excellent progress.
• Children with SEND receive exemplary support. Staff care deeply about every child and are exceptionally knowledgeable. They note any possible concerns straight away and take immediate action to tailor their support to exactly meet the needs of children. They work very well with parents and other professionals, ensuring that children make as much progress as possible.
• Children delight in books. For example, a small group of children choose favourite books and reads these to one another. They listen intently and organise how they are going to act out the story.
• Children develop excellent communication skills. Staff expertly engage children in discussions, helping them to gain an advanced understanding of the rhythm of conversation. Staff have high expectations of children and introduce new, complex vocabulary. For example, children examine pictures and discuss 'cirrocumulus clouds', going on to talk about 'altitude'.
• Children have numerous opportunities to use their knowledge and test ideas. For instance, they use their understanding gained from growing produce on their allotment to help plan a new nature garden. They consider the placement of plants and the pond, drawing up plans to illustrate this.
• Children enjoy innovative activities that help extend their learning to the optimum. They are captivated as a staff member explains how a metal detector works. They readily take turns, exclaiming excitedly as they find objects. They compare these, determining the material each item is made from.
• Parents have an exceptionally high regard for staff and managers. They feel that communication is excellent and staff go above and beyond to make sure that they understand and include every child. Staff offer parents precisely tailored support to aid them in building on their child's learning. For example, they lend books and resources and share their extensive knowledge of external agencies. They offer parents frequent opportunities to meet and exchange information.