Crimble Croft Pre-School

What is it like to attend this early years setting?

Children get off to a good start in their education at this pre-school. Children's physical and emotional well-being are promoted well by the experienced staff team. Together, children happily learn all the skills they need to become responsible citizens. They play with curiosity, showing kindness to their friends. Children behave positively because they are taught sensitively how to share and cooperate. For example, children say, 'You can have mine,' when sharing the play dough tools. Children learn how to manage their emotions using breathing techniques taught in yoga sessions. They learn about mutual respect and tolerance because equality and diversity are valued. Staff successfully build children's communication and language skills by talking with them often. By the time children leave, they can understand and use language confidently. The manager's well-planned curriculum ensures that children develop physically. Active play, including football and assault courses, helps children to develop spatial awareness and agility.

Children with special educational needs and/or disabilities (SEND) are warmly welcomed at the setting. They are supported effectively by the special educational needs coordinator (SENCo). Staff work jointly with parents, carers and other professionals to ensure that every child gets the best start in life. The manager prioritises the use of additional funding to provide children with additional pre-school sessions, meals and activities. Therefore, all children make good progress despite their starting points.

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

• The staff team understands child development well and has high expectations of what children can achieve. Staff use their understanding and excellent knowledge of each child to support them to build on their prior learning. For example, after Christmas, children excitedly unwrap and rewrap toys as they revisit their learning from the festive holidays. Staff teach mathematical concepts, such as 'big' and 'small', by modelling how to select the most appropriate size of paper. Children develop a range of skills and knowledge over time.
• Children engage in meaningful daily activities, such as watering the plants. As they do this, they learn how to operate a spray bottle. This helps them develop their fine motor control needed later for writing. Children name the parts of a banana plant and know that it needs water, soil and sunlight to help it grow. They gain a wealth of knowledge about the world around them. Children are well supported to be ready for their next stage in education.
• Communication and language development are given high priority. Staff talk extensively to children. This helps children to understand their own thoughts as they process the world around them. Staff use open-ended questions, for example saying, 'What would you like for snack?' This encourages children to use their growing oracy skills. Overall, staff teach language competently. However, staff do not consistently extend children's vocabulary because the systems to develop teaching are not fully effective. This means that children do not always learn many new words.
• The manager has embedded the key-person system effectively. Children form close attachments to the adults that care for them. Children demonstrate their sense of security as they welcome embraces when they feel sad. They are frequently given confidence-building reassurances as they play. Staff say, 'You are amazing. Great job!' Children are taught to believe they can achieve their goals.
• Staff skilfully teach children about how they should behave. For instance, when children run inside, staff ask children if that is what they should do. Children quickly modify their behaviour and demonstrate a good understanding of how to keep themselves safe.
• The provision for developing healthy lifestyles is very strong. The manager ensures that all children are provided with a healthy and nutritious lunch. Children are taught and guided to brush their teeth daily. There are regular opportunities to play outside and move freely. This supports the children to develop healthy habits for their future.
• The manager and staff take pride in developing effective relationships with parents. Families attend stay-and-play sessions to help foster greater parental involvement in learning. However, parents are not provided with sufficient information relating to what their children learn and when. This means that parents are not able to provide additional support for their children at home.
• The help provided for families who are disadvantaged or suffering hardships is exceptional. For instance, families in need are provided with food parcels or extra pre-school sessions. Children who arrive at the setting with less experiences in their play and learning than others are catching up with their peers.

What the setting must and should do next

The provider should:

• raise the quality of coaching to help staff improve the teaching of vocabulary
• make curriculum information available to parents and carers to help them support their child's learning.