Delarue Crickets Pre-school

What is it like to attend this early years setting?

Children are greeted with warmth and given the time they need to settle in. Staff take time to speak to parents about their children's needs and take a genuine interest in them. Children access a highly effective curriculum that is focused entirely on their individual needs. Teaching is precisely tailored to children's individual level of development. Those with special educational needs and/or disabilities (SEND) flourish. Children are at the heart of the planning and are making exceptional progress in relation to their starting points.

Children behave extremely well. They are given the time they need to understand how they feel. Staff respond to children consistently in a way that nurtures and respects their emotions. Children are incredibly positive towards staff and the requests they make, as well as the things their peers say or do. For example, children show delight when they see each other. They carefully embrace, showing regard for each other and giving comfort. Managers organise specific activities to give children new experiences. For example, children look after baby ducklings to support their emotional development.

Children have access to an exceptional variety of experiences that help prepare them for future success. Staff knowledgably use the curriculum to enhance the choices they offer to children. For example, they learn about children's previous experiences to ensure they provide them with a rich range of new opportunities. For instance, staff plan exciting trips to the local woodland to encourage children's physical development and to build their knowledge and understanding of the world around them.

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

• Managers are highly reflective. They constantly review the progress children make and discuss this regularly with the staff team. Managers provide training for staff that they think will have the biggest impact on children's development. For example, they have identified that children need support with their communication and are providing staff with enhanced training to support this.
• Staff receive regular supervision as well as daily check-ins. Staff use this time to speak to managers about children's development. The staff team review the curriculum together and plan how to enhance this further. Consequently, all staff know the children exceptionally well, which promotes consistency and positive well-being for children. Staff are highly motivated and create an environment that feels secure, exciting and enabling. They are committed to providing children with the support they need to succeed in the next stage of their learning.
• The curriculum is centred entirely around the individual needs of children and is woven throughout all the interactions children have with staff. For example, staff provide a range of rich experiences to support children's physical development. Children skilfully build their confidence when climbing on the climbing frame, gradually increasing the steps they take up. They manipulate play dough and happily sing songs while doing so. This helps promote children's fine motor skills as well as their language. Staff use basic sign language to support their interactions with children to ensure all children are included.
• Children's confidence and independence is supported incredibly well. For example, children carefully use knives to cut up vegetables of varying textures as they pretend to make soup. Children twist the lids off different-sized jars to add the cut-up vegetables. This helps promote children's physical development and understanding of healthy eating. Staff risk assess activities effectively to ensure they are safe for all children to access. Children show confidence and determination as they immerse themselves in activities.
• All children thrive, including those with special educational needs and/or disabilities. Managers and staff work closely with other professionals and take account of the advice and guidance they offer. Managers ensure funding is used precisely for the individual needs of children and to support their progress. The support for children with SEND is worthy of sharing.
• Parents speak extremely highly of the pre-school. They feel well informed about how their children are progressing. Parents feel the pre-school is a 'home-from-home' environment and part of the community. Parents know what their children are learning and are supported to help their children's learning at home. For example, they borrow resources to take home that cover all areas of development. They feel able to share concerns they may have and feel extremely supported.
• Children's language development is of high priority. Managers have identified a gap in children's communication development since the COVID-19 pandemic. However, they provide a vast number of opportunities for children to build strong foundations for their speech and language. Children, including the youngest children, independently access a range of books and demonstrate their excitement as they look through them. Staff promote healthy eating. They sit with children at mealtimes and check that they have healthy lunch boxes. Staff promote conversation at mealtimes that do not overwhelm children. They ask questions and listen to children and balance this very well. As a result, children seem extremely happy and engaged.