Cottage Pre-School

What is it like to attend this early years setting?

Children thoroughly enjoy their time at this vibrant, friendly pre-school. They enthusiastically take part in the broad range of activities on offer. Staff use their good knowledge of children's abilities and interests to plan experiences that successfully capture children's interests. In addition, children confidently explore their environment, choosing the resources they want to use in their freely chosen play. For example, they make good use of the well-equipped role-play area to create imaginative games with their friends. All children, including those with special educational needs and/or disabilities (SEND), make good progress in their learning and development.

The warm, caring interactions of staff create a very friendly and positive atmosphere. Children benefit from consistent and effective support to understand how to behave well. They develop good social skills, including sharing and turn taking. They are eager to help staff with tasks, such as tidying up toys and preparing the fruit and vegetables for snack time. Children also show kindness to each other. For example, they help their friends to remove the lid of their lunch boxes. These social skills, along with their positive attitudes to learning, help to prepare children for their future lives in education.

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

• Leaders are committed to continually evaluating and strengthening the quality of the provision. For example, they identify relevant training opportunities to enhance the skills and knowledge of the staff team. Staff are highly motivated, work very effectively as a team and communicate well. Leaders give good consideration to the organisation of the environment, inside and out. They use effective monitoring and assessment to adapt the use of space in response to children's evolving needs and interests.
• Staff consistently use effective methods to promote children's learning. For example, children cannot resist responding when staff ask purposefully comical questions. They develop a good sense of humour as they share jokes with staff. Staff also successfully engage children in complex and enjoyable back-and-forth conversations. This very effectively supports children's communication and language development.
• Leaders and staff plan a lot of activities to provide children with new or exciting experiences. For example, they take trips to the beach and outings in the local community. These help children to develop their confidence in different situations. Staff also plan activities to focus on different cultural events to help children learn about the lives and traditions of other people, including those in different countries. However, these do not always have any context or relevance to children, to help them make links in their learning. As a result, children do not fully benefit from the intended learning.
• There is a strong and effective focus on promoting children's good health and self-care skills. Staff provide healthy snacks and have worked very effectively with parents to ensure that children benefit from nutritious packed lunches. Leaders have bought resources to support children to learn about the importance of good oral hygiene. Regular outdoor play and active games, such as dancing, running and climbing, help children to develop their physical strength and coordination.
• There are good arrangements to promote the learning and development of children with SEND. Staff work effectively with parents and other relevant professionals to identify children's needs and to provide the individualised support that is required. Leaders also give good consideration to the use of additional funding.
• Partnership work with parents is strong. Staff effectively share information about children's progress and the next steps planned for their learning. This helps parents to extend their child's learning at home. Leaders are committed to helping families where possible. For example, they offer additional sessions to provide continuity for children, should the need arise. Parents are very positive in their feedback, praising the leadership and staff team.

What the setting must and should do next

The provider should:

• enhance the support for children to understand and respect different cultures, religions and traditions as part of the curriculum to promote their understanding of the world.