Emscote Pre-School

What is it like to attend this early years setting?

Children eagerly enter this exciting pre-school. They are greeted by kind and welcoming staff. Staff gather valuable information about children before they start, such as their family lives, interests, medical details, experiences and routines. This is clearly displayed throughout the nursery so that all staff understand children's individual needs. This ensures that staff know their children well and can form secure relationships with them. As a result, children are content, settle quickly and demonstrate that they feel safe and secure in their environment.

Staff consistently implement the pre-school rules and boundaries, such as listening to each other, being kind, sitting still, and not running indoors. They reinforce good behaviour by offering praise, and are good role models. Consequently, all children behave well, make good progress in their learning and are well prepared for their future move to school.

Staff plan for the individual needs of children. They provide them with a broad range of activities and resources that excite and motivate them to play and learn. For example, children delight in learning how to use binoculars to find out about birds, trees, the sky and nature. They collaborate to share ideas and resources and discuss what they have seen. As a result, all children, including those with special educational needs and/or disabilities (SEND), make good progress in their learning from their starting points.

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

• The manager has a clear vision of what she wants children to learn during their time at pre-school. The curriculum is well sequenced and ambitious. However, at times during activities some staff ask the children too many questions with the hope to extend their learning and problem-solving skills. They do not recognise the impact of the many questions they ask throughout activities. This affects children's ability to process information. As a result, they become overwhelmed and do not have time to explore or answer the question before being asked the next one.
• Children develop important large motor skills as they throw and kick balls, tip and pour water, hop, jump, run and skip around the garden. They also develop their small hand muscles by cutting with scissors, using pegs and drawing. This shows good progress and a positive attitude towards learning.
• The manager and staff support children in learning important skills that will help prepare them for school life. Children demonstrate good levels of independence. They choose their own activities, meet their personal care needs and serve themselves their own food. Children take turns helping each other and sharing resources as they play happily together. They form friendships and are developing an understanding about tolerance and acceptance of others.
• Staff use songs to embed routines, and encourage children to practise speaking. During registration time, the children sit nicely and listen. They have the opportunity to speak about themselves in front of small groups, which helps to further build their self-esteem and confidence in talking.
• Targeted support for children with SEND is excellent. Staff observe and assess individual children's ongoing development to enable them to swiftly recognise any gaps in learning. The special educational needs coordinator liaises with outside professionals to ensure that children receive support and get the right level of help at the right time.
• There is an effective key-person system in place that makes sure all children feel secure, helps them to build positive relationships and gain confidence. Staff are attentive to children. They are kind and provide reassurance if they need it. There are noticeable warm and caring relationships between staff and the children.
• The manager is passionate and motivated. She strives to maintain the good standards of care and education they provide. A strong focus is placed on the well-being of staff. Staff report high levels of satisfaction in their roles. They say they feel valued and supported. This results in high staff morale and a dynamic team.
• Parents report that their children enjoy their time in the nursery. They say they are happy and settled and make good progress. Parents appreciate the daily feedback, regular parent meetings, and how supportive and welcoming the manager and team are. Parents also appreciate the support given to them and their children in preparation for starting school.

What the setting must and should do next

The provider should:

• give children enough time to process their thoughts and respond to questions and discussions, to fully support their developing language and thinking skills.