Datchworth Pre-School

What is it like to attend this early years setting?

Children arrive with enthusiasm to start their day at this warm and caring pre-school. They demonstrate self-confidence as they leave their parents independently. Children show close attachments to their key persons. They excitedly share their news from home with the nurturing, kind staff.

Staff value children as individuals from the moment they start. They work closely with families to ensure a smooth transition. Staff find out about children's likes and dislikes and their current interests. They build these interests into their curriculum. For example, a child's recent passion for cooking is built into the role-play area with recipes from home. Staff value parents contributions and set up a partnership from the beginning. Parents start the children's learning journals with photographs and information from home. These close partnerships ensure the best possible outcomes for children.

Children behave well. They mirror the manners and kindness demonstrated by staff. Children enjoy the routine of the day and take part in a balance of child-led and adult-directed activities. For example, older children demonstrate their good concentration skills as they use dough to take part in a music session. This helps to develop fine motor strength and coordination.

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

• Staff know the children well and have a good understanding of child development. They assess children thoroughly and plan their next steps in learning to ensure each child continues to make progress. Staff use children's interests to plan activities for them. However, staff do not always consider the progression of skills and knowledge that they want children to learn next.
• Children with a special educational needs and/or disabilities are supported well. They have an individual plan with specific, achievable targets. These targets include relevant strategies and resources to help children make progress, such as objects of reference or picture cards. The setting is inclusive and staff ensure children feel welcome and settled.
• Children have regular access to outside play and fresh air. They delight as they play games with one another and staff. This helps to develop children's language development and turn-taking skills. Children have opportunities to develop their climbing and pedaling skills.
• Partnership with parents is very strong. Parents comment on the dedication and passion of the experienced, kind staff. They comment that, 'their children are nurtured and cared for in exemplary manner'. Parents say that, 'their children have benefitted from the wisdom, guidance and the careful planning of activities that staff offer'. They value the excellent communication, including information about the curriculum, so that they can support their children's learning at home.
• Children are given opportunities to use their imagination during activities. For example, they create pictures using a selection of materials and they enthusiastically take part in music sessions, playing their instruments as they sing along.
• The management team are in the early stages of leading the team. They have a clear, ambitious vision to ensure the pre-school continues to make improvements, to provide the best possible care and education for children. The staff are enthusiastic, passionate and polite. They are reflective and positive about making changes to improve their practice further.
• Children are encouraged to be independent. For example, they learn to put on their own coats. Staff are in the process of making alterations to the learning environment to provide more opportunities for children to make choices over resources and toys.
• Staff take children on visits in their local community. They visit the allotment and walk to the green. This develops children's understanding of the natural world. Family picnics are arranged, which helps to strengthen the partnership between the staff, children and families. However, children are not always offered opportunities to discuss similarities and differences between themselves and others.

What the setting must and should do next

The provider should:

• support staff to coherently plan and sequence the curriculum, so that teaching is focused on the skills and knowledge children need to learn next
• strengthen opportunities for children to learn about cultural diversity in the wider world, to ensure they develop an understanding and tolerance of one another in modern Britain.