Doddinghurst Community Pre-school

What is it like to attend this early years setting?

There is a buzz of excitement as children confidently enter the pre-school. They give their parents and carers a cheerful smile and a hug, then quickly begin their busy day of learning. Kind, caring, smiling staff greet the children and help them to decide what they want to do. Children immediately find their friends and begin playing and exploring. They construct buildings and models in the construction area, making use of the wide range of exciting resources provided for them. They explore textures of different papers and materials at a craft table, speaking to each other and staff about how different the textures are. They problem solve as they contemplate the different ways they can think of to stick the materials on to their paper.

Children are very respectful of each other. They consider their friends' needs and share the resources well. Children are extremely independent. They have opportunities to cut fruit and pour their own drinks at snack time, as well as wash up their plates and cups when they have finished. Children with special educational needs and/or disabilities are well supported. Those needing additional help are given one-to-one attention to enable them to fully benefit from the exciting learning environment.

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

• The manager and staff have worked extremely hard since the last inspection to update and improve the provision. They have worked well with the local authority, seeking guidance and advice that has helped them to review, evaluate and enhance all aspects of the pre-school. Staff have undertaken further training to improve their knowledge of safeguarding and how to deliver an effective curriculum.
• Staff and the manager now make much better use of the indoor environment to enable children to make choices in their play and learning. They are moving away from providing a planned curriculum that is adult-led, to enable children to explore, experiment and guide their own learning. The manager talks confidently about the benefits the staff team have seen from this new approach. Staff comment that children are now so much more engaged and interested in learning.
• Parents speak very highly of the pre-school manager and staff. Some comment that they like the fact that they know their children will receive comfort from the caring staff when they need it. Others applaud the way in which staff have helped to develop their children's speech and language. All parents who were spoken to commented on the effective communication between themselves and the pre-school staff, especially their children's key person.
• The manager and staff make effective use of additional funding to provide appropriate support and resources for individual children. They work with parents and other professionals to determine the best use of the funding and review this termly, to ensure that it remains appropriate.
• Key persons demonstrate a sound knowledge of the children in their key-person group. They speak very confidently about how they are supporting those children. For example, they organise small parachute games for children who are struggling to form relationships or engage with other children. They confidently use the experience to encourage the children to give each other instructions and work together.
• There is an enclosed outdoor area that is used most days for fresh air and exercise. Although this is used regularly, staff do not place the same level of attention to detail on children's learning outdoors as they do indoors. This means that those children who learn better in the fresh air have fewer opportunities to do so. The manager recognises this and is beginning to consider ways to enhance outdoor learning.
• Children excitedly participate in a sound-and-phonics session organised by an outside professional. Staff prepare the children for the visit by displaying a laminated photograph of the visitor during the morning. This helps children to be prepared for the visitor and the activity. Children excitedly join in with the songs, rhymes and actions. Those who do not want to participate are supported to move around the room and make use of the other equipment and learning opportunities available to them.

What the setting must and should do next

The provider should:

• enhance the provision for children to learn outdoors daily.