Coleview Pre-school

What is it like to attend this early years setting?

Children arrive at this exceptional pre-school excited for their day. They are greeted by welcoming, enthusiastic staff. Children are extremely eager to try new activities and learn new skills. The highly skilled staff deliver a rich and varied curriculum, that is tailored to meet children's individual needs. Children are excited to explore magnets, they use them to discover with their friends what objects the magnets do and do not attract. They show high levels of engagement when they plant sunflower seeds. Children talk about how quickly their sunflowers might grow. Staff expertly extend the activity, asking the children about what they need to do to make the seeds grow and link this to what is needed to make the children grow.

Children's behaviour is exceptional. They have high levels of respect for each other. They sensitively encourage and support their friends when they recognise they need more help. Children play together independently and discuss their home experiences. For example, at the snack table the children begin a discussion about when they bake at home. They talk about what they bake and what they use to bake. Children explain they use eggs to make their cakes 'big' and colourful sprinkles to decorate them. They intently listen to their friends and value their input.

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

• The exceptionally passionate leader and her staff have high aspirations for all children. They evaluate what children know and meticulously plan interesting and unique experiences that capture children's interests to extend and develop their learning. All children make excellent progress from their starting points.
• Children with special educational needs and/or disability (SEND) have outstanding care. The highly driven special educational needs coordinator works closely with other professionals, outside agencies and parents to ensure children and families receive personalised support. The staff go above and beyond to support children with SEND. They use their extensive knowledge of each child to provide them with the best possible individualised learning opportunities.
• Staff use their excellent knowledge of the children to tailor the effective use of funding. Walkie-talkies and audio stories have been purchased to promote children's communication, attention and listening skills. As a result, these children are now beginning to communicate and engage in activities.
• Staff are highly skilled in supporting children's love of stories and rhyme. They enthusiastically sing with children at circle time. Children excitedly choose objects from the song box and sing songs related to the object. Children listen attentively and engage with songs and actions. During story times, staff capture children's interest with their animated reading style. They skilfully entice them to become involved in the story. They ask children about what they see and link this to their home experiences. Children, as a result, demonstrate exceptional listening and attention skills.
• Caring and nurturing staff prioritise children's emotional well-being. They recognise the impact that COVID-19 has had on children's ability to express and regulate their emotions. Children use the emotions board to identify how they are feeling, they move their photo onto the relevant face throughout the day. At group times, staff sensitively discuss with children what feelings mean and why might they feel the way they do. Children are extremely confident to talk to their friends about their feelings.
• Staff pay excellent attention towards promoting children's healthy lifestyle choices. Children learn about the importance of oral health through engaging in discussions with staff, recalling what they know from their previous learning. They talk about sugary foods and the importance of brushing their teeth. Children benefit from access to a large outdoor area where they can run and climb. All children are encouraged to wear safety equipment when they ride on bikes, embedding the importance of this from a young age.
• Staff establish outstanding partnerships with parents. Parents report on their children's happiness when arriving at pre-school and how they have made excellent progress since starting. They comment on how friendly and approachable all staff members are and how they provide support for the whole family.