Conkers Preschool

What is it like to attend this early years setting?

Managers and staff provide a nurturing and caring atmosphere for children to learn in. The small numbers of children help the environment to be calm. Children arrive happily and settle quickly. Managers and staff support them to engage in play and activities. Some children choose to play independently. Some prefer to play collaboratively with their friends, for example building a train track or discussing what animals eat. Children concentrate well and staff engage in their play and chosen activities, such as role play with dolls. Children develop strong attachments and relationships with managers and staff. This helps them to feel safe and secure and, in turn, be ready to learn.

Managers have a really clear vision of where they want the setting to be and are ambitious for the children and staff. The pre-school ethos is learning through play. Managers and staff use this approach to build good foundations for children's ongoing learning. They provide a wide range of activities and experiences to cover all areas of learning. The arrangements for children with special educational needs and/or disabilities (SEND) are effective. This also applies to those who are deemed to be disadvantaged. Managers spend additional funding appropriately, such as to provide additional consumable resources to support much-loved sensory activities.

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

• Managers are very clear about the learning intentions of planned activities and how they can be differentiated according to children's stages of development. Also, they know how planned activities will support a broad curriculum. For older children, they focus on helping to develop the knowledge and skills they need for school, such as self-care skills, pencil control and following the rules in a game. For the youngest children, the biggest focus is on developing their communication and language skills and their social skills. This supports all children to make the progress they are capable of when they are ready to do so.
• Managers have high expectations of staff and the teaching they expect them to undertake, such as providing commentary, demonstrating, extending language and introducing new vocabulary. Staff are involved in the planning process to ensure they understand the learning intentions. This helps them to support children effectively each day. However, at times, managers do not offer sufficient coaching and mentoring for staff. This does not enable them to take on more responsibilities and provide options for managers to delegate more.
• On the whole, managers and staff have a good understanding of children's development from their starting points. They assess where children are at and then provide activities and experiences for what they need to learn next, such as building their counting skills. Due to the small numbers of children, managers and staff know children in their care well and understand their needs. However, they do not work in partnership with other settings children attend to ensure a consistent approach to children's learning.
• Children behave extremely well. Staff support them to use a timer to share popular resources, such as the dolls. Children negotiate well. Managers and staff also help them to learn about emotions. Children spontaneously use the emotion cards from the wall to talk about their feelings to their peers. Children understand routines and follow instructions. For example, they help to tidy up and put things back where they belong. This helps children to develop important social skills.
• Children develop early mathematics skills. Managers and staff provide written numerals and staff count with them during play. Children enjoy making a number line and balancing on it. Staff encourage them to order the line correctly, helping children to recognise the written numeral and what comes next. This supports children to embed their knowledge of number and accurate counting.
• Managers and staff place a high priority on children's communication and language development. They ensure children are involved in singing and stories each day. They engage children in two-way conversations. Children feel listened to and valued, with opportunities to share their ideas and what they know. Children talk confidently to staff, their peers and visitors. They enjoy sharing things they have learned and been doing. This helps children to develop a love of books and to be skilled communicators.

What the setting must and should do next

The provider should:

• strengthen partnerships with other settings children attend, to ensure a consistent approach to children's learning
• enhance the procedures for the coaching and mentoring of staff to enable them to take on more responsibilities and provide options for managers to delegate more.