Dragonfly Preschool LTD

What is it like to attend this early years setting?

Children arrive at the pre-school eager and ready to learn. They become familiar with the daily routine and remove their shoes on arrival. Children are enthusiastic and enjoy learning about different celebrations throughout the year. For example, they prepare for the Christmas Nativity by singing songs and using simple actions. Children listen to the story read by the staff and know when it is their turn to sing the song. Staff provide a range of different activities, toys and books to enable children to value each other and the wider community.

Staff carefully monitor children during snack and mealtimes. They encourage children to become more independent in readiness for their move to 'big school'. Staff enable all children to participate in their own way. For instance, they take their lunch box to the table and pick up their drink bottle.

Children enjoy outdoor play. Staff ensure they are well deployed to provide any help or support needed. Children have fun. They confidently use the scooters and bicycles and call out to staff, 'Look at me'. Staff provide a range of planned activities to develop the small muscles in children's hands. For example, they use scissors to cut out a snowman and explore foam to find the hidden animals.

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

• Leaders and managers are highly motivated and extremely passionate about their pre-school. They ensure the provision is inclusive to all children and their families. Staff plan and provide a safe, secure and nurturing environment. They complete specialist training to enable them to care for the children to the best of their ability, some of whom have high levels of need. Leaders and managers ensure that staff are well supported and trained before children start. However, there is less focus on monitoring some aspects of staff practice, such as how they deliver the early years curriculum.
• Leaders and managers plan the early years curriculum, which is then shared with staff who work directly with children. The activities are varied and plentiful, covering all areas of learning. However, staff lack ownership of planning. As such, they are not always clear on their role in targeting individual children to help them achieve the skills or knowledge they need to learn through the planned activities.
• The key-person system is effective. All staff know and understand the needs of all children who attend. They are patient, caring and adapt the daily routine to ensure children can participate and enjoy their time at pre-school. Leaders and managers greet parents daily and are aware of the stresses faced by some families. They provide reassurance and emotional support, which is appreciated by the parents.
• Staff help children to learn to be kind and caring to their friends. For example, they remind children to use their kind hands and to give gentle hugs. Children's emotional needs are very well supported. Staff have recently introduced a mood board. This enables children to learn the language they need to explain how they feel.
• Partnership with parents is strong. The staff team provides holistic care and support to the family. Parents comment that they can see the progress their child has made from their starting points. Staff provide advice on how parents can support their child's learning at home.
• Leader and managers work with other professionals to ensure that seamless care and education are provided to all children. Staff accompany parents on their visits to primary schools, helping them to identify if the school is suitable, particularly for children with special educational needs and/or disabilities (SEND).
• Staff provide many opportunities to support children in developing their language skills. For children who are non-verbal, staff use pictorial prompts to help them understand both the words being used and transitions from one part of the daily routine to another. There are high levels of positive interaction between staff and children throughout the day.

What the setting must and should do next

The provider should:

• enable staff to take more ownership of the planning of the early years curriculum so they understand the intent for children's individual learning and implement this within the activities provided
• increase the targeted support, mentoring and monitoring for staff, to help identify where further training is required to develop their practice, skills and knowledge.