Ducklings Pre School Stoke Climsland

What is it like to attend this early years setting?

Staff use their comprehensive knowledge of child development to implement a highly ambitious and innovative curriculum. They create an environment that empowers children to be independent. Children's interests and love of learning are at the heart of every decision staff make. Children thoroughly enjoy exploring the inspiring creative spaces that capture their interests. Patient staff use praise to encourage children's daily practise of essential skills, such as putting on their coats and using a pair of scissors independently. Staff expertly model resilience and inspire 'can-do' attitudes. The pre-school excels in fostering children's development, promoting their well-being, and preparing them for future education.

Children are exceptionally well behaved. Recent staff training has allowed staff to focus on children's emotional regulation and understanding feelings. This has enabled children to express themselves and make their needs known. Children access a selection of toys which help them to manage their feelings. Children play cooperatively and understand rules that staff implement that promote sharing and safety. When playing with wheeled toys in the outside play area, children ask their friends if they can have a turn. Children understand that sometimes they must wait for a turn. Staff use a visual aid and children willingly swap when their turn has finished.

Children relish experimenting in their play. They creatively role play together in the beach tent, where they enjoy exploring the experience of being at the beach, carefully helping each other to put on wetsuits. Staff organise regular opportunities for children to make choices. Children consider what activities they would like to play with and what is important to them and then they vote. Children show great excitement and interest in this and demonstrate an understanding of the importance of voting. Children state that, 'If you do not vote for anything then you are abstaining.' This inspires a sense of democracy and an early respectful understanding of different opinions.

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

• Leaders and staff expertly plan an educational programme that is highly ambitious for all children. They focus on what the children already know, enjoy and need to learn next to extend their learning. Leaders support staff to develop strong key-person systems that support children extremely well. Staff complete accurate assessments of children's learning. They use knowledge of their key children to carefully plan for what children need to learn next.
• Children's communication and language are at the heart of this pre-school. Staff are clear in their dialogue and use repetition to embed words. Staff use other measures to help children who may need additional support to develop their language. For example, signing, gestures and visual aids are used to enable children to communicate and understand the routine of the day. Staff recognise the importance of reading books. Children demonstrate excellent communication skills as they discuss books read by staff at story time.
• Staff skilfully involve children in preparations and decision-making. For example, children consider what material different food packaging is made from. They listen attentively as staff explain the differences between the materials and whether each material can be recycled. Children eagerly participate sorting out the packaging, demonstrating high levels of involvement and curiosity.
• Parents express great appreciation for the quality of information from staff. Staff ensure regular opportunities for open communication and parental involvement through online platforms, parents' evenings and their family communication board.
• Staff coordinate enriching outings for children. A recent interest in farming led staff to take the children to a local college where they had a turn riding in a tractor and trailer and observed many farm animals. This visit, alongside other local visits around the community, help children understand their community and foster a sense of belonging.
• Leaders work closely with the setting's special educational needs coordinator to deliver high-quality interventions for children with special educational needs and/or disabilities (SEND). As a result, all children make significant progress in their learning. This prepares them for the next stages in learning.
• Everyday activities are meticulously carried out to promote children's mathematical awareness. Staff weave mathematics into conversations at every opportunity. For example, when children make flags for their sandcastles, staff encourage children to think about the shape of their flag. Children's knowledge is extended further by staff who skilfully ask children to compare their shapes.
• Leaders use additional funding exceptionally well to enable them to provide excellent support to children. For example, staff attend specialist training to further develop their professional skills. Leaders purchase extra resources to enhance the care of children with SEND. Staff have excellent partnerships with other agencies and settings. They share relevant information to provide consistent support to families and their children.
• Morale among staff is high, with reports of excellent support from leaders for their well-being. Staff receive high-quality inductions and targeted professional development, further refining their already exceptional skills. This results in a positive atmosphere and exemplary care and education for all children.