Colerne Preschool Limited

What is it like to attend this early years setting?

Children are greeted warmly by staff and eagerly enter the preschool. New children are given sensitive support and staff thoughtfully adapt arrival arrangements to help them settle in. Children form strong relationships with staff which fosters their confidence and well-being. Parents are thrilled with the loving care and support that children receive.

Children make good progress. Each child's key person assesses their development. They form plans from their observations of children, recognising their achievements and working out what children need to learn next. Children's literacy skills and imaginative thinking are inspired effectively by staff, using poetry and innovative storytelling. Older children are confident to tell their own stories, and staff support their friends to act these out. Children's language develops well. Staff get down to children's level using clear speech to help children progress their skills as they play. Children have fun filling containers to make sandcastles. Staff role model maths language and encourage children to count items. They ask children questions to encourage their conversation. Children discuss past experiences, such as trips to the beach and their favourite flavours of ice cream.

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

• Staff develop children's understanding of the world. They take children on nature walks and visit the local shop and post office. They visit the nearby church to learn about different festivals. Staff have good links with the village school and take children to join school activities in the community hall. They hold open afternoons at the preschool, for parents to visit and see what their children do at the provision. They also welcome parent led sessions on interesting subjects, such as Sikh festivals and army camouflage.
• Staff gain information from parents when children start, to help them get to know children. They then observe the children and liaise with parents further. However, occasionally some aspects are not as closely focused upon. Additionally, staff do not liaise with providers of other settings children attend. They therefore do not promptly get a full picture of all of the children's needs, to inform future planning, provide a consistent approach and ensure children make the best possible progress.
• Staff teach children about emotions through fun activities, such as a 'feelings song'. They offer prompt additional assistance when children are struggling to follow boundaries and expectations, ensuring children play safely. Staff use clear explanations to help children to share toys. Children begin to appreciate the needs of others. They build beneficial friendships and develop their social skills.
• Staff lead beneficial group activities to promote children's development. Some of these sessions work well and children's confidence and communication progress effectively. However, staff are not always prompt with their support when some children become distracted, and then subsequently distract others. This means that children's listening and attention skills do not develop as quickly and effectively as possible.
• Staff encourage children's perseverance. Children work hard to get their boots and coats on to go outside, listening to the staff's well-placed tips. They develop their coordination climbing on equipment and practise their skills throwing and catching balls. Children help tidy away toys, and clear away their items after their snack and lunch. They are proud of their achievements, and develop their physical skills, independence, and sense of responsibility well.
• Children show positive attitudes to new experiences. They enjoy the sensory and creative opportunities available to them. They experiment with paint, interested to try painting with natural materials such as pine cones and leaves. However, staff do not fully think through the set-up of some activities and pick up on children's interests readily. Consequently, sometimes children's creative exploration does not develop as much as it could.
• The manager undertakes observations of staff practice. She leads supervision and team meetings. She appreciates the value of continuing professional development. Staff increase their confidence and skills through a range of training. The manager has correctly outlined further training, some related to the teaching of phonics, to help staff develop their practice further.

What the setting must and should do next

The provider should:

• extend the information gained on children, to get a clearer picture of children's needs and to inform future planning more quickly
• enhance the support children receive during adult-led group activities to develop their listening, attention, and involvement to higher levels
• extend the opportunities for children to readily test out their ideas and develop their creative exploration as much as possible.