Dodleston Pre-School

What is it like to attend this early years setting?

Children settle with ease and develop close attachments with staff in this bright and welcoming pre-school. Staff are nurturing and supportive and help children to feel safe and emotionally secure. They place a strong emphasis on getting to know children and their families when they first start and instil values of kindness and respect. Children demonstrate a strong sense of belonging and form secure attachments with the staff. This helps to support their emotional well-being.

Staff provide an exciting curriculum based on their knowledge of what children need to learn. Children relish their time outside. They demonstrate good physical dexterity as they climb and balance on play equipment and consider their own risks as they assess how high they can climb. Children laugh infectiously with their friends as they pour water into large tubs of soil, commenting that they have 'made a mud bath'. Staff interactions with children are carefully considered. They give clear and consistent behavioural messages, and children are learning to listen well and respect one another. Children form close friendships, become deeply engrossed in their play and are thoughtful and caring towards their friends.

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

• Leaders are committed to providing a high standard of care and education for children in the local community. The pre-school has been at the heart of the village for many years, and parents speak fondly about the nurturing staff and the support they receive. Leaders act with integrity in using the funding the setting receives and go above and beyond to provide a flexible and inclusive service to all families.
• The provider has failed to notify Ofsted of a change in manager at the setting. This oversight was swiftly addressed during the inspection. On this occasion, there was no impact on children. This is largely because an existing member of staff whose suitability has been assured was promoted.
• Children access a broad and balanced curriculum that helps to ensure that they embed skills across all areas of learning. Staff follow children's interests and provide plenty of opportunities for children to freely explore and lead their own learning. This helps to promote good progress for all children.
• Staff model good manners and expected behaviours very well and provide lots of opportunities for developing children's confidence and character. However, at times, they complete tasks for the children that they could be carrying out for themselves. This does not consistently promote their independence.
• Staff place a strong emphasis on supporting children's communication and language skills. They read with enthusiasm, and children delight in the interactive way that story times are delivered. Staff successfully build on children's recall of existing knowledge to extend their vocabulary, and children are demonstrating good progress in this area.
• Partnership working is a strength due to the well-established links with local schools and external professionals. Transitions are seamless, and children are confident to move on to their next stages. These secure partnerships help to ensure that all children receive the relevant support and interventions to help them make good progress.
• Many of the children attend other settings as well as the pre-school. However, leaders have not prioritised forging professional links with the other settings that children also attend. This does not contribute towards a consistent approach to children's care and learning.
• Leaders are highly appreciative of the staff and place a strong emphasis on their well-being. A regular programme of supervision and targeted training aims to enhance the quality of education provided. Strong teamwork and shared high aspirations for children are at the heart of this pre-school. As a result, staff feel valued and work diligently to ensure that the pre-school provides a safe environment where children can thrive.

What the setting must and should do next

The provider should:

• provide more opportunities for children to gain independence and carry out routine tasks for themselves
• strengthen partnerships with any other settings that children also attend to help to promote greater consistency in children's care and learning.