Dallow Stars

What is it like to attend this early years setting?

Children demonstrate confidence and energy as they begin their day in this welcoming pre-school. They settle quickly and play with their friends. Children are polite to each other as they sit and wait their turn at the snack table. They behave well and are eager to explore the range of play opportunities available.

Children strengthen their hand muscles as they squish play dough, paint and draw. Staff help them to hold scissors correctly and safely. Children stand on tiptoes and stretch their whole body to cover the board in chalk markings. These skills are vital when they learn to write. Children ride tricycles and scooters in the garden, practising their coordination. Young children balance on beams. When they fall off, they persevere and try again, going a little further with each effort.

Children use their imaginations during their time at pre-school. They play 'families' with toy dinosaurs, using different voices when the mummy and daddy dinosaurs put the babies to bed. Staff play with the children to help the storyline develop. Children dress up in builders' hats to dig in the gravel pit and build with bricks. This helps develop children's creative thinking.

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

• Leaders and staff focus on helping children to learn essential skills so they are ready to move on to the next stage of education. For example, they make sure children have opportunities to build on their communication skills. Staff sing a song that encourages children to listen carefully as to when to roll a ball. They add gestures to help children understand when to do this. This particularly supports children who speak English as an additional language.
• Staff have a good understanding of child development and know the children well. Children benefit from the good interactions as staff spend time playing and talking to them. The staff team plans activities together based on children's learning needs. At times, staff do not provide enough challenge for the older and most able children in the pre-school during play.
• Staff build on children's vocabulary. They label underwater creatures with the correct names. Staff sing songs and read books to children, which encourages them to practise new words. On occasion, during group times, children are not fully engaged, which does not help extend their concentration skills.
• Staff use mathematical terms when they talk to children. For example, they speak about 'big' whales and count octopus tentacles accurately. This helps children to understand what these terms mean.
• Children with special educational needs and/or disabilities are well supported. Staff recognise emerging needs and contact specialist professionals so children receive assessment and support to help them continue good progress from their starting points in learning.
• Leaders gather information about the children and their families when they begin. Staff use this information to help ensure children receive a rounded experience. For example, they encourage children to sit at tables to eat to benefit those who do not have dining tables at home. Additional funding is used well. Staff focus on physical development opportunities because many children do not have access to a garden at home.
• There are strong trusting relationships between parents and staff to enhance communication that promotes children's well-being. Parents comment that their children have learned many new things since attending pre-school, including using more language and loving books. Parents receive a lot of information about their children's development, such as photographs and reports. Additionally, staff work together with parents to provide children with consistent support, for example when they are struggling to use the toilet or to sleep.
• Staff help children understand how to keep themselves safe. They remind them to all stay together when they walk to the garden or in the community room. Staff consider hazards and check that spaces are safe for children to play in.
• Leaders help staff to reflect on their teaching. They meet regularly to discuss their work and general well-being and to identify any training that benefits their work. Staff are aware of what they need to consciously consider to become better teachers.

What the setting must and should do next

The provider should:

• help staff to develop children's concentration during group times more effectively
• help staff to challenge the most able children even further during play.