Cogenhoe Preschool

What is it like to attend this early years setting?

Children are warmly welcomed into the pre-school by friendly and approachable staff. They form special bonds with the staff, who know the children and their families extremely well. Children develop strong attachments, which supports their well-being and confidence. They show they feel safe and secure as they freely navigate the well-resourced learning environment.

Children access a good balance of free-choice and adult-led activities, both inside and outside. Physical development is promoted well. Older children ride tricycles around the outdoor area. Children practise balancing and jumping as they manoeuvre through an assault course. Staff take children on walks around the local area and to nearby parks. This helps to promote children's large-muscle development.

Children show a positive attitude towards learning. They become deeply engrossed in imaginative play. At the mud kitchen, children pretend to make cupcakes. They use utensils to mix mud and water to make the mixture. They show understanding of heat as they remind each other 'the cakes will be hot.'

Children are very well behaved and cooperate well with their peers. They are kind and caring towards each other and play harmoniously. During group time, children listen to each other, take turns and share their special items. Children build positive relationships with each other.

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

• The manager and staff deliver a suitably challenging curriculum that supports all children to learn the key skills they need to be confident and ready for their next stage in learning. They are passionate about the opportunities they provide for children. They gather information from parents about children's interests when they first start. This information is used to provide engaging activities that children will enjoy.
• Staff know the children very well. They take part in weekly planning meetings to identify and plan for children's next stage of learning. However, staff do not make the most of what children do during spontaneous play to extend learning opportunities to ensure all children make the best possible progress.
• Staff support children's communication and language well. They listen to children and ask open-ended questions to engage them in conversations. They read stories and children thoroughly enjoy singing popular nursery rhymes. However, staff do not consistently use play opportunities to extend and expand children's vocabulary and challenge children's thinking further.
• Children have lots of opportunities to be independent. For example, pre-school children serve their own snack and pour their own drinks. They tidy up when they have finished eating. Young children learn helpful techniques to put on their own wellington boots. Staff encourage children to have a go and offer praise and encouragement at children's achievements.
• Parent partnerships are strong. Staff gather key information from parents before children attend the pre-school. This helps staff to plan effectively and build on what children already know and can do. Parents speak highly about the quality of care and education their children receive. They say that the pre-school is an integral part of the local community and they feel like extended family.
• Staff prioritise healthy eating. They have shared their healthy eating policy with parents and work together to ensure children are provided with a nutritious packed lunch. Furthermore, children take part in oral health activities. They use toothbrushes to clean away the 'germs' on the oral health activity board. They also arrange food into categories to develop their understanding of healthy choices. These experiences help children to understand the importance of good health.
• Children have opportunities to develop some awareness of diversity and cultures represented in modern Britain. They celebrate traditional festivals, such as Chinese New Year. However, the setting does not provide ongoing experiences that reflect families, cultures, and communities beyond children's own experience to give them a deeper understanding of the wider world.
• The manager evaluates the provision well. She provides staff with regular opportunities to discuss their workload and prioritises their well-being. Staff consistently say they feel valued and well supported. The manager ensures all mandatory training is regularly updated.

What the setting must and should do next

The provider should:

• help staff to use children's next steps in learning during spontaneous play to support them to make the best possible progress
• support staff to introduce new words to widen children's vocabulary and further their understanding
• extend opportunities for children to understand and respect people, families and communities beyond their own.