Cuddles Pre-School

What is it like to attend this early years setting?

Children are happy to attend the pre-school. They leave their parents at the door and come in happily, demonstrating that they feel safe and secure. All children, including children with special educational needs and/or disabilities (SEND), make good progress from their starting points. Children focus well during activities and develop a positive attitude towards learning. They do not give up even when challenges arise. For instance, when participating in a tasting activity, children are willing to try different flavours even if they are unsure.

Children's speech and language development is well supported. They learn and repeat new words throughout the session. For example, children repeat words such as 'fluffy' to describe how shaving foam feels as they enjoy exploring its texture with their fingers. Children are confident communicators. They voice their needs and interests. Children are encouraged to share their ideas and talk about what they are doing. For example, they describe the insects they can see when using a microscope.

Children feel comfortable approaching adults for support with self-care. For example, following a messy play activity, children confidently ask an adult to help them wash their hands in the bathroom.

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

• Management and staff have high expectations for the children in their care. They find out about children's interests and carry out regular assessments of their development to help plan engaging activities. For example, while looking at insects through a microscope, children are encouraged to find the similarities and differences between a spider and a dragonfly. Children excitedly discuss the wings they see on the dragonfly.
• Staff communicate well with children. They introduce new words into their conversations with children. For example, when children are saying that spiders make webs, staff comment, 'Yes, spiders spin webs.' Children are encouraged to speak up about their experiences and what they are doing. However, at times, staff do not support opportunities that arise during daily routines to challenge or extend children's learning. For instance, staff do not consistently extend on conversations led by children during snack time. This does not fully support children's development of language and communication skills.
• Management and staff support children's independence and resilience. Children are encouraged to take age-appropriate risks. For example, they enjoy using a climbing wall and climbing frame. Children are praised for their efforts and are encouraged to keep trying. Staff support younger children as they learn to climb up the steps of the ladder by holding their hands. They help children develop their independence during daily routines, for instance encouraging children to go to the toilet by themselves, washing their hands, and pouring their own drinks.
• Children with SEND are well supported. Staff work closely with parents, external services and professionals to help provide for children's individual needs. They plan targeted support to help children make progress in their learning. For example, staff follow suggestions from outside professionals to help support children's physical development.
• Partnerships with parents are good. The management and staff keep them informed about the day-to-day activities of the pre-school and their children's learning. For example, staff kept in touch with parents and children during the COVID-19 pandemic national lockdowns. Parents comment on how happy their children are to attend the setting. They value the care that their children receive. However, sometimes, parents comment that they would like to receive better feedback face to face so they can be involved more in supporting their children's learning at home.
• The leadership team implement effective strategies, such as supervision and individual meetings, to evaluate workload and promote staff's well-being. They offer effective one-to-one meetings that support staff to reflect on their practice and discuss any personal issues. For example, recent training means children with SEND are identified and supported promptly.

What the setting must and should do next

The provider should:

• support staff to recognise and use opportunities to further challenge and extend children in their learning
• provide more detailed information regarding children's next stages of learning to parents to enable them to continue their child's learning at home.