Compton Pre-School

What is it like to attend this early years setting?

The children receive a warm welcome on arrival. They are met at the gate where parents communicate with staff, who are friendly and helpful. Staff use any information given from parents to create a nurturing environment that supports belonging. Children enter happily, received by further members of staff, and sit down for a short carpet time.

The curriculum offers a wide range of activities both inside and outside of the classroom and is built around the children's interests. For example, staff had observed children transporting sand and water and so created a tuff tray of different materials for the children to mix and transport. Children benefit from the use of a planter within a community allotment and have enjoyed opportunities to plant and grow different fruits and vegetables. Children engage well with all the learning opportunities provided and staff meet routinely to discuss ways to further enhance the environment. Leaders provide staff with regular supervisions and give opportunities to encourage staff to further their professional development through training.

Routines and expectations are well established, enabling children to feel secure and have a good understanding of what is going to happen next. Song, music and dance are enjoyed by all the children who have opportunities to sing together throughout the day. Staff give opportunities for children to develop their social skills and children show respect and kindness when working and playing together. Children with special educational needs and/or disabilities are well supported by all staff, who ensure their needs are met, working in close collaboration with the parents. Information is shared with schools, supporting a smooth transition and best possible outcomes.

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

• There is a strong partnership with parents who value the regular and consistent communication. Parents commented on their appreciation of staff for the care and emotional support provided for their children.
• The pre-school has close links with the local community. Once a week, the children visit the local care home and engage in activities and games with the residents. This provides valuable experiences and deepens their understanding of the local community.
• Staff know the children and their families well and invest time to understand individual needs. Staff share information with parents about their children to promote learning and care.
• Staff prioritise children's personal, social and emotional well-being through the creation of genuine relationships, which help the children to feel secure and content. Consequently, children are then in the best place to learn and progress.
• Leaders understand the importance of promoting children's independence. For example, children wash their hands and tidy away their plates after snack. They know to tidy toys before moving on to different activities.
• The children are well prepared for transitioning to school. Staff ensure they have access to experiences within the main school setting to familiarise the children with new environments. Effective communication between professionals helps with continuity and ensures the children are well supported to transition to school.
• The children are calm and well behaved. They play cooperatively and listen to each other and the staff in the setting.
• Leaders are proud of their staff team and give them regular opportunity to further their professional development. Staff feel valued and supported by the leaders.
• Leaders are passionate and committed to providing the children with the best of care.
• The curriculum is planned around the children's interests. However, it is not consistently informed by children's prior knowledge or their identified next steps for learning.

What the setting must and should do next

The provider should:

• embed children's next steps in the planning to build a curriculum based on what the children know and can do to further their progress.