Drayton Daisychain Preschool

What is it like to attend this early years setting?

Children joyfully greet their friends as they arrive. They are welcomed warmly by friendly staff. Children are excited to talk about what they have been doing at pre-school. They discuss the different characters they are dressing up as in their nativity. Children show close relationships with staff. Together, they sit and read their favourite books. Children feel safe and secure at this nurturing pre-school.

Expectations for children's behaviour are implemented fairly and consistently. Children quickly understand rules such as 'walking feet' and 'kind hands'. Older children begin to use tools, such as sand timers, to help them take turns with their friends. Children demonstrate high levels of respect for those around them.

Leaders plan a curriculum that prepares children for the next stage in their education. For example, children are immersed in a language-rich environment. They enjoy activities such as sensory play with shaving foam. Staff extend children's language by providing them with descriptive words, such as 'soft' and 'fluffy'. Children demonstrate what they have learned previously. They compare the foam to 'cold ice' and 'cotton wool'. Children receive a broad set of experiences that secure their knowledge.

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

• Staff provide children with plenty of opportunities to enjoy a wide range of books. Children happily look at books independently or find a comfy corner to share a story with friends. Staff also frequently engage children in non-fiction texts. They talk together about factual information they can gain from books. Children are supported to develop a love of reading and print.
• Children have ample support for the development of their physical skills. Staff set up exciting obstacle courses to encourage children to climb and jump. Children excitedly learn to use scooters and pedal small bicycles. Staff support children to learn about risk. Children engage in their learning as they try hard to balance on stumps of wood. Attitudes to learning are positive.
• Overall, interactions are meaningful and staff know what they want children to learn. However, occasionally, staff knowledge of stages of development for younger children's learning is less strong. Consequently, at times, activities and interactions are not consistently adapted to fully support age-appropriate learning.
• Staff support children to develop a good understanding of self-care. Changing routines are managed respectfully. For example, staff sensitively ask children if they can change their nappy. They sing children's favourite nursery rhymes with them throughout to support their emotional security. Furthermore, older children consistently build on their independence skills. For example, children clear their plates and cups away at snack time and manage their hygiene routines by themselves. Staff offer them praise and encouragement in recognition of their achievements. Personal development is supported well.
• Children have experiences that teach them about their local community. For example, they visit the nearby church to learn about different festivals, such as harvest. Staff also plan activities with older local residents and community groups. They do this to teach children about similarities and differences between themselves and others. Through activities such as these, children gain a broader understanding of the world they live in.
• Leaders work closely with other professionals involved in the children's care. For example, when children need support from a speech and language therapist, they collaborate closely. Staff and professionals prepare plans and implement appropriate joint strategies effectively. Through this, children benefit from a shared approach to their education.
• Parents explain that they feel well informed about their children's time at pre-school. They discuss that staff know their children well and explain their progress in detail. Staff regularly provide parents with information to support children's learning at home. For example, children have book bags to take books home regularly to read together. Parent partnerships are strong.

What the setting must and should do next

The provider should:

• support staff to further develop age-appropriate learning interactions with younger children.