Crick Pre-School

What is it like to attend this early years setting?

Children settle quickly at pre-school. They are happy to see their friends and invite them to sit by their side when they arrive. With help from staff, children learn how to build positive friendships where they cooperate with others effectively. For example, during a game outside, staff suggest how children can work together to find items to work as builders and make a 'patio'.

Children enjoy art activities. They look closely at sunflowers and listen to staff as they talk to them about the different colours in the sunflowers, and the paint they can use. Children concentrate as they create their picture after thinking about what colours to use. Children are eager to learn and they show confidence to take part in the activities. They are excited to make music using a range of shakers, maracas and drums. Children show their friends how to use their hands and beaters to play the drums, and how to shake the maracas to make sounds.

Children feel secure and benefit from the positive relationships staff have with their parents. Daily communication takes place between parents and staff about their child's care needs and the activities they have done at pre-school and at home. This contributes to children receiving a consistent approach to their care and learning.

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

• The management and staff team work very well together. They share a positive and reflective approach to their work, and they know the children well. Staff are effective in planning activities to help children build on what they already know and make progress towards their next steps in learning. Staff help children to learn through consistently positive interactions and they are very encouraging for children to keep trying when they find tasks challenging. For example, staff suggest to children to try turning the train track pieces around to fit them together.
• Staff feel supported and valued by the management team. They have regular supervision and staff meetings, where they review their practice, pre-school policies and focus on their professional development, relating to how they interact with and teach the children. The manager actively coaches newly qualified staff to develop their confidence to work closely with parents.
• Staff talk to parents and children about the experiences they have at home and use the information to plan activities to broaden children's experience. For example, children have access to a wide range of books, which is especially beneficial for those children who may not have access to books at home. Staff sit with children to read stories to them. This then encourages children be curious about books, open them up and look at the pictures. Children confidently talk about their favourite books and show them to their friends and visitors to the pre-school.
• Staff promote children's developing communication and language skills well. They speak simply and clearly to two-year old children and new children so they can understand what is expected of them and get to know the pre-school routine. Staff use questions effectively to help children think about how they can extend their own play and they give children time to think about what they want to say. Children have plenty of opportunities to share their ideas and news as natural and relaxed conversations between staff and children take place throughout the day.
• The clear communication from staff helps children to behave well and manage their feelings. Children learn about working together and taking turns through discussion with staff. For example, during a large group activity, children know they need to wait for their turn to use the large drum and most manage this well. Those who need additional support are treated calmly by staff and all children enjoy the praise they receive when they have their turn. However, on occasion, large group activities are too long and complicated for some children, and they become distracted and lose interest.
• Staff are effective at meeting each child's individual needs and in promoting their emotional well-being. Children are confident to approach the staff for reassurance when they need it. Staff have effective care practices in place to ensure children's comfort and safety, managing children who have allergies and helping children be independent in the bathroom.

What the setting must and should do next

The provider should:

• improve the organisation of large group activities to ensure that they are meaningful for all children taking part.