Debenham Roundabout Pre-School

What is it like to attend this early years setting?

Children thrive in this emotionally nurturing and engaging setting. They are warmly welcomed each day into a carefully planned environment that supports both their emotional development and learning. The atmosphere is calm and purposeful, with children demonstrating a strong sense of belonging and safety. They engage in their activities with confidence and joy, supported by staff who prioritise their well-being and self-esteem. Children are excited to share their learning. They beam with pride when showing off their creations, such as tall towers of building bricks, or when mixing flower petals in coloured water, fascinated by the changes they observe. These spontaneous moments are celebrated by staff, helping to foster children's curiosity and a genuine love of learning.

The setting places a strong emphasis on developing children's emotional literacy. Children are encouraged to identify and talk about their feelings using tools, such as 'The Colour Monster' toys, which they cuddle and describe, showing empathy and emotional understanding. For example, children who are feeling happy choose to cuddle the sad monster to cheer him up. The setting has created calm, safe spaces that particularly benefit children with special educational needs and/or disabilities (SEND), enabling them to regulate emotions and remain engaged.

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

• Staff have high expectations for all children and, as a result, all children make good progress. They fully understand what makes each individual child unique and what their needs and next steps in learning are. This helps staff plan environments that support all children, including those with SEND. For example, staff have introduced objects of reference and signs, which successfully supports all children to communicate with confidence and fully understand and manage the changes in routine well.
• The manager's high expectations and vision for continual improvement are evident, with a clear focus on developing the curriculum, embedding good teaching practice, and supporting staff well-being. Staff feel supported and reflect together to develop their curriculum and provision. For example, the staff team reflected and made changes to their approach towards children's emotions, which has had a positive impact on the children by giving them more avenues to express themselves.
• Children are active participants in their learning. They know what they are working on and can talk about the theme and the letter of the week. Activities are thoughtfully linked to their interests and skilfully enhanced by staff through the use of songs, signs and discussion. For example, during the 'days of the week' song, staff reinforce the letter 'm' sound, helping children recall and build on previous phonics learning.
• Independence is encouraged throughout the setting. For example, children pour their own drinks, spread butter on crackers, wash their own hands and confidently use cutlery during mealtimes. This helps to prepare children for the next stages in their learning journey.
• Staff ensure that children have lots of opportunities to build on their physical development. For example, they enjoy riding bikes, using stepping stones for balance and using scissors and glue sticks to develop fine motor skills while making sunflowers. This helps children learn how to control their bodies.
• Parents speak highly of the setting. They comment that they feel well informed about their child's progress and that their children make good progress. They praise the setting's warm and welcoming environment.
• Children enjoy and engage in group activities. For example, they giggle with delight when 'Sammy Snake' emerges from the phonics bag and line up to write the letter 's' on the interactive monitor. However, at times, group sessions can be long, resulting in some younger children losing interest.
• Mathematics is strongly embedded across the setting. Children are encouraged to count and measure when mixing liquids for potions. However, while staff provide engaging and purposeful learning opportunities, they are sometimes too quick to direct activities or dominate conversations. This can at times limit opportunities for children to think critically, reflect, and fully express their own ideas.

What the setting must and should do next

The provider should:

• support staff to develop their teaching skills even further, so that they consistently give children time to think and respond to questions
• consider the organisation of group times to engage younger children more fully to enhance their learning.