Cobham Community Pre-School

What is it like to attend this early years setting?

Children thrive in this warm and welcoming nursery. They settle quickly after arrival and immediately become engrossed in their chosen activities. Staff playfully interact with children and are enthusiastic in their approach. For example, they sit in the home corner and mud kitchen with children and encourage them to engage in back-and-forth conversations. Staff praise children for their ability to wait patiently and take turns. They supply constant feedback that raises self-esteem. This improves children's confidence and engages them purposefully in their learning. Staff have high expectations of all children. When children struggle to manage and understand their emotions, they are supported quickly and effectively.

Children enjoy a large and exciting outside space. They take part in a wide range of activities, such as exploring, investigating and finding out about the natural world. For example, children take pride as they tend to their home-grown plants. They are encouraged to spot birds and learn new vocabulary associated with varieties of trees and insects. Additionally, they watch the process of caterpillars turning into butterflies and learn to take care of stick insects. Experiences such as these inspire children's curiosity and awareness of nature.

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

• Staff plan a well-sequenced and ambitious curriculum that focuses on children building secure foundations in their learning. Leaders organise home visits for children, which helps staff gain a valuable insight into their individual needs and interests. Staff implement this into the setting well, and children make good progress from their starting points. Staff know what they want individual children to achieve from the activities they have thoughtfully provided. This means children are well prepared for the next stage in their education.
• Leaders and staff are committed to providing the most memorable experiences for children. For example, they invite parents in to share their professional skills as well as facts about their culture and heritage. Children learn about the wider world and what makes people different and unique. Staff take children on visits to the local community, such as to post a letter in the post-box and to visit their new school. Leaders use funding appropriately by providing exciting experiences, such as animal handling workshop visits, and the opportunity to take part in a yoga session.
• Overall, staff support children's communication and language well through their play. For example, children regularly hear words and repetitive phrases, such as through rhymes and singing songs. Staff read stories with vibrancy and ask children questions to help them think. They introduce new and interesting vocabulary, such as 'delicate' and 'gentle'. However, staff do not always consider how to support children to be more independent when expressing their own thoughts and ideas.
• Parents share that they value the setting's approach to building their child's confidence. Staff consider all children, such as those with special educational needs and/or disabilities and those who speak English as an additional language. Children thrive as they are encouraged to build their social skills. There is a strong sense of community, where everyone involved is committed to provide the best possible care and education.
• Staff carry out risk assessments to promote a safe environment for children. Children have lots of opportunities to take part in risky play. For example, they ride bikes and climb frames, to help them develop their balance and agility. This helps to develop their confidence and physical skills. However, at times, staff do not consistently provide children with guidance and support to help them understand why some of their choices in play, may affect their own or other's safety.
• Staff express how well supported they are in their roles. They benefit from regular meetings with the manager and the wider team, where they review the curriculum and are reflective of their practice. Staff have ongoing opportunities to attend further training. This supports staff to continually strengthen their own skills and therefore, continuously improve outcomes for children.

What the setting must and should do next

The provider should:

• strengthen opportunities for children to develop their speaking skills to independently express their own thoughts and ideas
• support staff to help children better understand the impact of their choices and behaviour.