Disley Under Fives

What is it like to attend this early years setting?

Children enter the pre-school happily and are eager to learn. The atmosphere buzzes with quiet conversations as children explore the interesting activities on offer. They engage in role play and develop their vocabulary as they talk to their friends. Staff engage children in activities by using their interests to help them learn. Children who are interested in animals have great fun rescuing toy animals that are trapped in elastic bands. They work together and develop problem-solving skills as they discuss how to release the animals. Children gain skills needed for the next stage of their learning.

Children behave well as staff have high expectations of all children and they give an abundance of praise for good behaviour. Children understand what is expected of them as they have been involved in creating the pre-school's 'golden rules'. They demonstrate positive attitudes towards their learning and to each other. Children are keen to support each other, they happily take turns as they play games together. Following the COVID-19 pandemic, leaders have ensured staff build nurturing and strong relationships with children. This ensures children feel safe and are confident to separate from their parents.

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

• Leaders have a clear understanding of what they want children to learn. Staff know how to support children's learning. For instance, they understand some children need extra support with their emotions. They provide developmentally appropriate ways for children to discuss their feelings by using toys and stories. This approach helps to ensure that children feel secure and develop positive attitudes needed to learn.
• Children with special educational needs and/or disabilities (SEND) are well supported. Procedures for early identification help to ensure that children receive additional support at the earliest opportunity. Staff work hard to provide inclusive care and education for children with SEND. This helps children to make good progress from their individual starting points and prepares them for future learning.
• Reading is given utmost priority by all staff; children hear lots of stories throughout the day. Staff read meaningful books to children with great enthusiasm. Children plant sunflowers and are excited to read a story about how sunflowers grow. They demonstrate good levels of recall when remembering different parts of the story. Literacy is promoted well. Children have a positive attitude to learning and are clearly developing a love of reading.
• Children demonstrate independence when learning to safely use tools. They work hard to skilfully master the art of hammering a nail into wood. Children show resilience as they keep on trying. They are determined and their success increases their self-esteem. This helps children be confident to try new activities.
• Children have a lot of opportunities to develop their physical skills. They exercise their large muscles when learning to ride trikes and scooters in the garden. Children strengthen their small finger muscles, mixing and pouring sensory materials. This improves their hand strength and prepares them for early writing. Older children confidently hold pens and form recognisable letters as they create 'shopping' lists. Children gain skills needed for when they start school.
• Staff ensure children develop their communication and language skills. They talk to children as they play and encourage children to sing songs. Children take turns to create a 'silly soup' in which all the items begin with the same sound. Children are beginning to recognise sounds in words. These activities help children develop skills to help them read the sounds in words.
• Partnerships with parents are good. Staff work closely with parents to ensure a consistent exchange of information. They have daily conversations with parents, offering support and giving information about children's development. This helps parents to extend children's learning at home and provides a consistent approach to children's learning.
• Leaders are knowledgeable and dedicated to providing quality care for children and families. Staff have supervision meetings and receive support and guidance. However, professional development is not specifically focused to improve staff skills and knowledge further. As a result, children do not always benefit from the highest quality of teaching.

What the setting must and should do next

The provider should:

• enhance professional development and training of staff, to focus on improving the quality of teaching to the highest possible level.