Cranmore & Doulting Preschool

What is it like to attend this early years setting?

Staff enthusiastically greet the children on arrival. Children know where to put their belongings before patiently waiting on the cushions as their friends arrive. The children and staff engage in conversations about current events, such as the recent carnivals in the local area. Children listen attentively and respond positively to adults and other children. They demonstrate confidence in their surroundings, approaching visitors with ease.

Relationships between staff and children are warm, considerate and compassionate. Children are well behaved; they understand the routine and flow of the setting. Children explore the environment independently, engaging in a range of activities, such as painting, role play in the home corner and play dough. Children confidently interact with one another and staff, including new children. For example, staff interact at child level with the play dough, using cutters to make shapes. Children work with the adult to push play dough out of the moulds. Staff narrate play, using descriptive language such as 'squashing', 'rolling' and 'squeezing'.

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

• Children make good progress in their mathematical development. There are lots of opportunities to extend mathematical knowledge and skills. Staff incorporate numbers into the daily routine and activities. They deliver teaching effectively to meet the individual needs of each child. For example, children play with sand, filling up a jug located on top of large weighing scales. A staff member points out the numbers, asking if they could reach up to the number four. Children fill up the jug, looking at the dial moving along the numbers. They express, 'I have too much; it's full up', before removing the sand to reach the correct number.
• Staff encourage independence, preparing children for their move to school. Children wash their hands before activities, such as baking and snack time. They pour their own milk and water before selecting healthy snacks. Children find their own coats and shoes when transitioning to the garden area. On return, children independently change shoes to re-enter the nursery. However, on occasion, there are missed opportunities to further promote independence in hygiene routines. For instance, staff are too quick at times to help children with their personal care, providing tissues for them.
• The management team lead a well-planned curriculum based on children's individual interests and learning needs. They are committed to improving the practice and enhancing the learning outcomes for all children. Children have the freedom to make their own choices during play, with valuable interactions from staff. There are activities in place that provide support for children's individual needs and group learning. For example, children engage in a baking activity.
• They weigh the ingredients, identifying numbers with adult support. However, staff do not fully enhance older children's literacy skills. For example, they miss opportunities to promote words in print as they bake.
• Staff have built strong parent partnerships. They work closely with parents from the start to find out about children's learning and interests. Staff use this information to plan how to meet the child's individual needs and to assist with the settling-in process. Parents speak positively about the care and learning children receive. Learning is shared every day through individual books. This helps parents continue their child's learning in the home. Parents state that staff are 'welcoming and friendly' and provide a 'home-from-home setting'.

What the setting must and should do next

The provider should:

• strengthen children's opportunities to develop personal hygiene skills
• provide more opportunities for older children to make links between letters and sounds, to promote later reading.